Profession to be able to discourse freely… (p.3 of CUHOP response to Donaldson/Foster).

… champion for the profession; its legitimate interests, its members and its imaginative and challenging development… (p.3 of CUHOP response to Donaldson/Foster)

PSNI should continue in its exemplary activities in support of the membership. (p.4 of CUHOP response to Donaldson/Foster)

… the Royal Pharmaceutical Society of GB’s ‘Patient and Public Involvement Strategy’ is the type and style of initiative by a regulator or a professional body that can help maintain public confidence in the safety of healthcare professional services and in the appropriateness of their future development. (p.4 of Appendix to CUHOP response to Donaldson/Foster)

It should… be pointed out that it is the quality of lay members rather than their number which determines their impact within a council and on a profession. (p.5 of Appendix to CUHOP response to Donaldson/Foster)

…a clear majority of CUHOP members is for the separation of registration and membership. There appear to be two main reasons for this; first, the combination of the two always sees regulatory imperatives taking precedence over professional leadership and advocacy… The second reason is that with membership of RPSGB corresponding with registration, there is no possibility of taking into membership eminent pharmaceutical scientists and other health professionals with a strong involvement in pharmacy, people who could contribute to the advancement of the profession in the public interest. (p.4 of CUHOP response to draft Section 60 Order)

…allow for rapid developments in the teaching of pharmaceutical science and practice at both undergraduate and postgraduate levels… draw heavily on the expertise within academia in order to improve Society strategy and activity in this area. (p.5 of CUHOP response to draft Section 60 Order)

… UK pharmacy schools have a strong record of working with employers to construct postgraduate programmes. The managed sector (NHS) has given considerable thought to how education and training should be delivered in the future to support both general and advanced practice. This has led to a programme of educational reform which places a clear focus on work-based training and individual competence. Educational governance issues are an integral component of such approaches and informed by Quality Assurance Agency procedures. We would recommend that the RPSGB adopts a watching brief on this process and does not impose an alternative, accreditation approach. (p.6 of CUHOP response to draft Section 60 Order)

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