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Kusynová Z, van den Ham HA, Leufkens HGM, Mantel-Teeuwisse AK. Longitudinal study of Good Pharmacy Practice roles covered at the annual world pharmacy congresses 2003-2019. J Pharm Policy Pract 2022; 15:94. [PMID: 36443800 PMCID: PMC9706975 DOI: 10.1186/s40545-022-00482-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 11/03/2022] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Globally accepted roles of pharmacists are described in the Good Pharmacy Practice (GPP) standards, published by the World Health Organization (WHO) and the International Pharmaceutical Federation (FIP) in 2011. These standards provide a wide-ranging description of four main roles pharmacists fulfil. The global platform, where pertinent discussions around excellence and innovation in various pharmacy roles take place, is the annual congress of the pharmacy organisation representing the profession globally, FIP. OBJECTIVES Given the world pharmacy congresses present and reflect on the most topical and contemporary matters, this longitudinal study aimed at creating a historical overview of the frequency of appearance of the different GPP roles in the programmes of the past 17 congresses (2003-2019). This is to distinguish the dominance of different roles over time and thus their relevance for the profession. METHODS The GPP standards served as a framework to create a set of keywords that were analysed for their frequencies of appearance in the programmes through text analysis. Trends in the four overarching GPP roles and at individual keyword level were analysed descriptively over time. RESULTS The study found that all four GPP roles appeared in the programme each year and none of them was significantly missing, neither in the decade preceding the publication of the GPP standards nor in the decade thereafter. Role 3 "Maintain and improve professional performance" was most frequently represented, also demonstrating an upward trend in appearance, together with Role 4: "Contribute to improve effectiveness of the health-care system and public health". Trends emerged towards patient-centred clinical focus and positioning pharmacy as an important player in the health-care system-observed also at individual keywords level in areas such as health promotion-away from the more traditional product-centred practice roles such as compounding. CONCLUSIONS GPP roles have been already covered by the FIP annual congresses (long) before 2011, when the GPP roles were formally adopted, and they stayed relevant in the decade after. The more pronounced dominance toward the roles related to improving professional performance and positioning pharmacy are in line with the trend that the rather technical topics in pharmacy are increasingly covered by specialised meetings and that the FIP annual congresses have moved toward more general, scholarly platforms for dialogue and conversation.
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Affiliation(s)
- Zuzana Kusynová
- International Pharmaceutical Federation (FIP), The Hague, The Netherlands.,Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, PO Box 80082, 3508 TB, Utrecht, The Netherlands
| | - Hendrika A van den Ham
- Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, PO Box 80082, 3508 TB, Utrecht, The Netherlands.
| | - Hubert G M Leufkens
- Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, PO Box 80082, 3508 TB, Utrecht, The Netherlands
| | - Aukje K Mantel-Teeuwisse
- Utrecht WHO Collaborating Centre for Pharmaceutical Policy and Regulation, Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, PO Box 80082, 3508 TB, Utrecht, The Netherlands
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Lee SWH, Teh PL. "Suiting Up" to Enhance Empathy Toward Aging: A Randomized Controlled Study. Front Public Health 2020; 8:376. [PMID: 32984232 PMCID: PMC7477349 DOI: 10.3389/fpubh.2020.00376] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Accepted: 06/30/2020] [Indexed: 12/30/2022] Open
Abstract
Background: Healthcare professionals who have a positive attitude and who are more empathetic toward older adults are in a better position to deliver quality healthcare. This study examines the impact of using an aging simulation suit on undergraduate pharmacy students' empathy levels. Methods: One hundred and twenty first-year students enrolled in the Bachelor of Pharmacy course were randomized to either a medication review polypharmacy workshop (control) or an immersive aging simulation suit and medication review polypharmacy workshop (intervention). Intervention participants donned the aging suit and performed a series of tasks, including walking up a flight of stairs and filling up a form to simulate the physical limitations experienced by an older adult. The workshop was delivered at week 10 of semester. Both groups also completed a medication review polypharmacy workshop at week 12 of semester. The primary outcome was a measurement of change on the Jefferson Empathy Scale-Healthcare Professional Questionnaire among both groups at week 12 of semester. Secondary outcomes include the longitudinal impact of intervention after 3 months of the workshop and perceptions on learning. Results: The use of a simulation suit did not increase participants' self-rated empathy compared to control. However, the suit enhanced the ability of participants to understand the physical limitations and visual issues associated with aging. Participants also felt that it enhanced their health advocacy, as it taught them the importance of listening, patience and respect for older adults. Conclusion: The use of an immersive aging suit can be a useful adjunctive tool to help enhance students' understanding of the physical limitations and visual limitations of aging. Further research is needed to understand how these limitations affect other healthcare students. Trial Registration: ClinicalTrials.gov identifier: NCT04133727.
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Affiliation(s)
- Shaun Wen Huey Lee
- School of Pharmacy, Monash University Malaysia, Bandar Sunway, Malaysia.,Gerontechnology Laboratory, Global Asia in the 21st Century (GA21) Platform, Monash University Malaysia, Bandar Sunway, Malaysia.,School of Pharmacy, Taylor's University Lakeside Campus, Subang Jaya, Malaysia
| | - Pei-Lee Teh
- Gerontechnology Laboratory, Global Asia in the 21st Century (GA21) Platform, Monash University Malaysia, Bandar Sunway, Malaysia.,School of Business, Monash University Malaysia, Bandar Sunway, Malaysia
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Abebe E. Positioning global pharmacy research partnerships to advance health equity. Res Social Adm Pharm 2020; 16:1619-1621. [PMID: 32873525 PMCID: PMC7445131 DOI: 10.1016/j.sapharm.2020.08.019] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2020] [Revised: 08/23/2020] [Accepted: 08/23/2020] [Indexed: 10/31/2022]
Abstract
Interest in global pharmacy research partnerships is growing, and many Schools and Colleges of Pharmacy are looking to expand their footprint in the global health arena. This will create opportunities for increased collaboration and synergy, but there will also be concerns for potential duplication and fragmentation. Such research partnerships also present unique opportunities for addressing unmet medication-related needs of populations around the word, especially for vulnerable populations living both in high income countries (HICs) and low- and middle-income countries (LMICs). Pharmacy leaders and researchers engaged in global health partnerships or planning to start one can draw important lessons from other global health partnerships but also by studying the historical context and evolution of global health initiatives. To be meaningful, global pharmacy research partnerships must be grounded in local contexts and be sensitive to the myriad influences and actors that may determine success of their research endeavors, including health interventions. A deliberate and thoughtful investment in mentorship and faculty development for LMIC collaborators are also essential ingredients for sustainability of global research partnerships.
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Affiliation(s)
- Ephrem Abebe
- Purdue University-College of Pharmacy, West Lafayette, IN, United States
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Patel TC, Malhotra JV, Saseen JJ. Advancing Pharm. D. Training in Egypt through a Structured Preceptor Development Program. PHARMACY 2020; 8:pharmacy8030135. [PMID: 32752194 PMCID: PMC7559753 DOI: 10.3390/pharmacy8030135] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2020] [Revised: 07/24/2020] [Accepted: 07/30/2020] [Indexed: 11/23/2022] Open
Abstract
The Children’s Cancer Hospital of Egypt (CCHE) and the University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) collaborate to offer a Doctor of Pharmacy (Pharm.D.) degree to international pharmacists holding a bachelor’s degree in pharmacy. The experiential training is provided by CCHE’s clinical pharmacist preceptors at CCHE. Clinical pharmacists at CCHE had prior experience precepting baccalaureate pharmacy students, but not Pharm.D. students when this program commenced. Therefore, the SSPPS faculty provided a live preceptor development program for select CCHE clinical pharmacists in 2017. Primary deliverables of the program included the preparation of individual preceptor development plans and experiential syllabi for program participants. Preceptor development plans and experiential syllabi were evaluated by the SSPPS faculty. Program participants were also evaluated on their assessment of learner case scenarios using introductory pharmacy practice experience (IPPE) and advanced pharmacy practice experience (APPE) assessment tools created for the CCHE program. Participant performance on submitted preceptor development plans and experiential syllabi, and performance on the learner cases were all utilized for participant selection as Pharm.D. preceptors in the CCHE Pharm.D. program. This paper describes this preceptor development program, the process utilized to determine selection of Pharm.D. preceptors, and plans for providing continuing preceptor development for preceptors at CCHE.
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Katoue MG, Schwinghammer TL. Competency-based education in pharmacy: A review of its development, applications, and challenges. J Eval Clin Pract 2020; 26:1114-1123. [PMID: 32069376 DOI: 10.1111/jep.13362] [Citation(s) in RCA: 32] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/27/2019] [Revised: 01/08/2020] [Accepted: 01/12/2020] [Indexed: 02/03/2023]
Abstract
RATIONALE, AIMS, AND OBJECTIVES There has been a resurgence of interest in the application of competency-based education (CBE) in health care professionals' education in recent years, including the pharmacy profession. This model strives to prepare a competent pharmacy workforce to help meet societal needs for effective, safe, and economical health care services. The aim of this narrative review is to provide an overview of the applications of CBE in the education and training of pharmacists, the process for constructing a competency-based pharmacy curriculum, and the potential advantages and challenges associated with its implementation. METHOD A comprehensive literature review was conducted via PubMed and Scopus databases using a variety of keywords related to the topic (from 1975 to 2019). Other electronic resources (Google Scholar and the Education Resources Information Center) were searched to identify educational outcomes of pharmacy programmes emphasizing competency development and competency frameworks/standards for the pharmacy profession that were published up to 2019. RESULTS CBE has been increasingly adopted in pharmacy education, mainly in developed countries. A number of competency frameworks have been advanced to support the design of CBE curricula, accreditation standards of pharmacy programmes, and professional pharmacy registration/licensure. Several examples of the application of competency-based pharmacy education (CBPE) were identified at undergraduate, postgraduate, and professional development levels. Transforming a traditional pharmacy programme into CBPE offers several potential benefits but can also be associated with significant challenges. Successful implementation of CBPE programmes requires strong and supportive institutional leadership; proper curricular design, implementation, and management; and focus on faculty training and development. CONCLUSION The adoption of CBPE can enhance the ability of pharmacy education to meet the rapidly evolving societal health care needs. This model has been applied in developed countries at different levels throughout the pharmacist's learning continuum. It has also been investigated in some developing regions.
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Affiliation(s)
- Maram Gamal Katoue
- Department of Pharmacology and Therapeutics, Kuwait University Faculty of Pharmacy, Kuwait, State of Kuwait
| | - Terry L Schwinghammer
- Department of Clinical Pharmacy, West Virginia University School of Pharmacy, Morgantown, West Virginia, USA
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Singh V, Samuel MA, Wassermann J. Pharmacy educators' views on graduate attributes and case-based learning in an undergraduate degree. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:893-900. [PMID: 32540053 DOI: 10.1016/j.cptl.2020.02.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Revised: 01/17/2020] [Accepted: 02/26/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE The nature, form, and process of activating graduate attributes is an expanding research focus within the field of professional education. The focus on graduate capabilities has led to higher education institutions interrogating current curricula practices with a view to exploring innovative ways to transform curricula and pedagogy. This article explores pharmacy educators' views on which graduate attributes are important and investigates the role of case-based learning (CBL) in developing graduate attributes in a single university program. EDUCATIONAL ACTIVITY AND SETTING This qualitative study is based on data drawn from reflective interviews with pharmacy educators on graduate attributes and from document analysis. Data were analyzed against a framework of graduate attributes and grouped into three domains encompassing knowledge and action as well as construction of graduates' identities as members of a profession. FINDINGS The graduate attributes identified by pharmacy educators resonated with the extant literature, organizational policy documents, and the professional council's accreditation framework. The domains of knowledge (Domain 1) and possessing and displaying (Domain 2) are sufficiently addressed in the curriculum. However, engagement with identity construction and roles and responsibilities (Domain 3) appears to be relatively less-developed through CBL. SUMMARY While CBL in its current form exhibits limitations with regard to developing Domain 3, it has the potential to develop this through emotionally rich cases, role models, and greater integration of CBL and inter-professional education (IPE) as well as making graduate attributes more explicit within the curriculum.
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Affiliation(s)
- Vanessa Singh
- Centre for Academic Success in Science and Engineering (CASSE), University of KwaZulu-Natal (Westville Campus), Private Bag X54001, Durban 4000, South Africa.
| | - Michael A Samuel
- School of Education, University of KwaZulu-Natal (Edgewood Campus), Private Bag X54001, Durban 4000, South Africa
| | - Johan Wassermann
- Head of Department of Humanities, Faculty of Education, Groenkloof Campus, University of Pretoria, Private Bag X20, Hatfield 0028, South Africa
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Crowe SJ, Karwa R, Schellhase EM, Miller ML, Abrons JP, Alsharif NZ, Andrade C, Cope RJ, Dornblaser EK, Hachey D, Holm MR, Jonkman L, Lukas S, Malhotra JV, Njuguna B, Pekny CR, Prescott GM, Ryan M, Steeb DR, Tran DN. American College of Clinical Pharmacy Global Health Practice and Research Network's opinion paper: Pillars for global health engagement and key engagement strategies for pharmacists. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1232] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Affiliation(s)
- Susie J. Crowe
- Bill Gatton College of Pharmacy; East Tennessee State University; Johnson City Tennessee USA
| | - Rakhi Karwa
- College of Pharmacy; Purdue University; West Lafayette Indiana USA
| | | | - Monica L. Miller
- College of Pharmacy; Purdue University; West Lafayette Indiana USA
| | | | - Naser Z. Alsharif
- School of Pharmacy and Health Professions; Creighton University; Omaha Nebraska USA
| | | | - Rebecca J. Cope
- The Arnold and Marie Schwartz College of Pharmacy and Health Sciences; Long Island University; Brooklyn New York USA
| | | | - David Hachey
- Department of Family Medicine; Idaho State University; Pocatello Idaho USA
| | | | - Lauren Jonkman
- School of Pharmacy; University of Pittsburgh; Pittsburgh Pennsylvania USA
| | | | - Jodie V. Malhotra
- School of Pharmacy and Pharmaceutical Sciences; University of Colorado; Aurora Colorado USA
| | - Benson Njuguna
- Department of Pharmacy; Moi Teaching and Referral Hospital; Eldoret Kenya
- Department of Cardiology; Moi Teaching and Referral Hospital; Eldoret Kenya
| | - Chelsea R. Pekny
- College of Pharmacy; The Ohio State University; Columbus Ohio USA
| | - Gina M. Prescott
- School of Pharmacy and Pharmaceutical Sciences; The University at Buffalo; Buffalo New York USA
| | - Melody Ryan
- University of Kentucky College of Pharmacy; Lexington Kentucky USA
| | - David R. Steeb
- Chapel Hill Eshelman School of Pharmacy; The University of North Carolina; Chapel Hill North Carolina USA
| | - Dan N. Tran
- College of Pharmacy; Purdue University; West Lafayette Indiana USA
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Alkatheri AM, Albekairy AM, Khalidi N, Phelps SJ, Gourley DR, Al Jeraisy M, Qandil AM. Implementation of an ACPE-Accredited PharmD Curriculum at a Saudi College of Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6237. [PMID: 31871341 PMCID: PMC6920636 DOI: 10.5688/ajpe6237] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2016] [Accepted: 02/28/2019] [Indexed: 05/16/2023]
Abstract
Objective. To establish an academic curricular collaboration between the newly established college of pharmacy at King Saud Bin Abdulaziz Saudi University for Health Sciences (KSAU-HS) and a US college of pharmacy accredited by the Accreditation Council for Pharmacy Education, and assess measures of success. Methods. Criteria for selecting a college for collaboration were established. A systematic approach was followed in negotiating legal, logistical, and financial issues with the selected collaborating institution. Course materials were transferred and implemented and minimal changes were made to the alignment and sequencing of lectures. The faculty at KSAU-HS developed and implemented research and seminar courses. Pharmacy practice experiences were designed and rubrics were developed. Results. All courses were implemented successfully. The PharmD students scored significantly higher in all academic levels in a benchmarked progress test than did students in other programs. Students' evaluation of 43 first-, second-, and third-year courses in 2017-2018 using a survey that assessed numerous aspects of each course showed significantly higher overall satisfaction than the institutional averages. Also, female students indicated significantly higher satisfaction with the PharmD program than did male students. Conclusion. The transfer and implementation of an accredited PharmD curriculum to the KSAU-HS College of Pharmacy went smoothly and the program was launched on time. Learning and teaching success was facilitated by the KSAU-HS faculty. Program outcomes were verified by students' high scores on a benchmarked examination and by their satisfaction with the courses.
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Affiliation(s)
- Abdulmalik M. Alkatheri
- King Saud bin Abdulaziz University for Health Sciences, College of Pharmacy, Riyadh, Saudi Arabia
- King Abdulaziz Medical City, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
| | - Abdelkareem M. Albekairy
- King Saud bin Abdulaziz University for Health Sciences, College of Pharmacy, Riyadh, Saudi Arabia
- King Abdulaziz Medical City, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
| | - Nabil Khalidi
- King Saud bin Abdulaziz University for Health Sciences, College of Pharmacy, Riyadh, Saudi Arabia
- University of Michigan College of Pharmacy, Ann Arbor, Michigan
| | - Stephanie J. Phelps
- The University of Tennessee Health Science Center College of Pharmacy, Memphis, Tennessee
| | - Dick R. Gourley
- The University of Tennessee Health Science Center Research Foundation, Knoxville, Tennessee
| | - Majed Al Jeraisy
- King Saud bin Abdulaziz University for Health Sciences, College of Pharmacy, Riyadh, Saudi Arabia
- King Abdulaziz Medical City, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
| | - Amjad M. Qandil
- King Saud bin Abdulaziz University for Health Sciences, College of Pharmacy, Riyadh, Saudi Arabia
- King Abdulaziz Medical City, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
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Dornblaser EK, Ratka A, Gleason SE, Ombengi DN, Tofade T, Wigle PR, Zapantis A, Ryan M, Connor S, Jonkman LJ, Ochs L, Jungnickel PW, Abrons JP, Alsharif NZ. Current Practices in Global/International Advanced Pharmacy Practice Experiences: Preceptor and Student Considerations. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:39. [PMID: 27170810 PMCID: PMC4857634 DOI: 10.5688/ajpe80339] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2015] [Accepted: 08/11/2015] [Indexed: 05/11/2023]
Abstract
The objective of this article is to describe the key areas of consideration for global/international advanced pharmacy practice experience (G/I APPE) preceptors, students and learning objectives. At the 2013 Annual Meeting of the American Association of Colleges of Pharmacy (AACP), the GPE SIG prepared and presented an initial report on the G/IAPPE initiatives. Round table discussions were conducted at the 2014 AACP Annual Meeting to document GPE SIG member input on key areas in the report. Literature search of PubMed, Google Scholar and EMBASE with keywords was conducted to expand this report. In this paper, considerations related to preceptors and students and learning outcomes are described. Preceptors for G/I APPEs may vary based on the learning outcomes of the experience. Student learning outcomes for G/I APPEs may vary based on the type of experiential site. Recommendations and future directions for development of G/IAPPEs are presented. Development of a successful G/I APPE requires significant planning and consideration of appropriate qualifications for preceptors and students.
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Affiliation(s)
| | - Anna Ratka
- Chicago State University College of Pharmacy, Chicago, Illinois
| | - Shaun E. Gleason
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
| | | | - Toyin Tofade
- University of Maryland School of Pharmacy, Baltimore, Maryland
| | - Patricia R. Wigle
- University of Cincinnati James L. Winkle College of Pharmacy, Cincinnati, Ohio
| | - Antonia Zapantis
- Nova Southeastern University College of Pharmacy, Fort Lauderdale, Florida
| | - Melody Ryan
- University of Kentucky College of Pharmacy, Lexington, Kentucky
| | - Sharon Connor
- University of Pittsburgh School of Pharmacy, Pittsburgh, Pennsylvania
| | - Lauren J. Jonkman
- University of Pittsburgh School of Pharmacy, Pittsburgh, Pennsylvania
| | - Leslie Ochs
- University of New England College of Pharmacy, Portland, Maine
| | | | | | - Naser Z. Alsharif
- Creighton University Medical Center School of Pharmacy and Health Professions, Omaha, Nebraska
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Chanakit T, Low BY, Wongpoowarak P, Moolasarn S, Anderson C. Does a transition in education equate to a transition in practice? Thai stakeholder's perceptions of the introduction of the Doctor of Pharmacy programme. BMC MEDICAL EDUCATION 2015; 15:205. [PMID: 26585968 PMCID: PMC4653906 DOI: 10.1186/s12909-015-0473-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/28/2015] [Accepted: 10/22/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Pharmacy education and pharmacy practice are facing remarkable changes following new scientific discoveries, evolving patient needs and the requirements of advanced pharmacy competency for practices. Many countries are introducing or undertaking major transformations in pharmacy education. The Thai pharmacy curriculum has been changed from a 5-year BPharm and a 6-year PharmD to only a 6-year PharmD programme. Curriculum change processes usually involve stakeholders, including both internal and external educational institutions, at all levels. This study aims to understand the experiences and perceptions of stakeholders regarding the transition to an all-PharmD programme in Thailand. METHODS Semi-structured interviews were conducted in Thailand with 130 stakeholders (e.g., policy makers, pharmacy experts, educators, health care providers, patients, students and parents) from August-October 2013. The interviews were audio recorded, transcribed verbatim and analysed using an inductive thematic analysis. RESULTS Three main themes were derived from the findings: 1. influences on curriculum change (e.g., the needs of pharmacists to provide better patient care, the US-Thai consortium for the development of pharmacy education); 2. perceived benefits (e.g., improve pharmacy competencies from generalists to specialists, ready to work after graduation, providing a high quality of patient care); and 3. concerns (e.g., the higher costs of study for a longer period of time, the mismatch between the pharmacy graduates' competency and the job market's needs, insufficient preceptors and training sites, lack of practical experience of the faculty members and issues related to the separate licenses that are necessary due to the difference in the graduates' specialties). CONCLUSIONS This is the first study to highlight the issues surrounding the transition to the 6-year PharmD programme in Thailand, which was initiated due to the need for higher levels of competency among the nation's pharmacists. The transition was influenced by many factors. Many participants perceived benefits from the new pharmacy curriculum. However, some participants were concerned about this transition. Although most of the respondents accepted the need to go forward to the 6-year PharmD programme, designing an effective curriculum, providing a sufficient number of qualified PharmD preceptors, determining certain competencies of pharmacists in different practices and monitoring the quality of pharmacy education still need to be addressed during this transitional stage of pharmacy education in Thailand.
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Affiliation(s)
| | - Bee Yean Low
- School of Pharmacy, Faculty of Science, University of Nottingham Malaysia Campus, Semenyih, Selangor Darul Ehsan, Malaysia
| | - Payom Wongpoowarak
- Faculty of Pharmaceutical Sciences, Prince of Songkla University, Hat Yai, Songkhla, Thailand
| | - Summana Moolasarn
- Faculty of Pharmaceutical Sciences, Ubon Ratchathani University, Warin Chamrap, Ubon Ratchathani, Thailand
| | - Claire Anderson
- School of Pharmacy, University of Nottingham, Nottingham, UK
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Chanakit T, Low BY, Wongpoowarak P, Moolasarn S, Anderson C. A Survey of Pharmacy Education in Thailand. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2014; 78:161. [PMID: 26056400 PMCID: PMC4453078 DOI: 10.5688/ajpe789161] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2014] [Accepted: 04/01/2014] [Indexed: 06/01/2023]
Abstract
OBJECTIVE To explore the current status of pharmacy education in Thailand. METHODS The International Pharmaceutical Federation of the World Health Organization's (FIP-WHO) Global Survey of Pharmacy Schools was used for this study. The survey instrument was distributed to the deans of the 19 faculties (colleges) of pharmacy in Thailand. RESULTS More than half the colleges have been in existence less than 20 years, and the government owns 80% of them. There were 2 paths of admission to study pharmacy: direct admission and central admission system. The doctor of pharmacy (PharmD) programs can be divided into 4 types. Approximately 60% of all teaching staff holds a doctoral degree. Regarding the work balance among teaching staff, around 60% focus on teaching activities, 20% focus on research, and less than 20% focus on patient care services concurrent with real practice teaching. The proportion of student time dedicated to theory, practice, and research in PharmD programs is 51.5%, 46.7%, and 1.8%, respectively. Sites owned by the colleges or by others were used for student training. Colleges followed the Office of the National Education Standards' Internal Quality Assurance (IQA) and External Quality Assurance (EQA), and the Pharmacy Council's Quality Assessment (ONESQA). CONCLUSION This study provides a picture of the current status of curriculum, teaching staff, and students in pharmacy education in Thailand. The curriculum was adapted from the US PharmD program with the aim of meeting the country's needs and includes industrial pharmacy and public health tracks as well as clinical tracks. However, this transition in pharmacy education in Thailand needs to be monitored and evaluated.
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Affiliation(s)
| | - Bee Yean Low
- School of Pharmacy, University of Nottingham Malaysia Campus, Malaysia
| | - Payom Wongpoowarak
- Faculty of Pharmaceutical Sciences, Prince of Songkla University, Songkhla, Thailand
| | - Summana Moolasarn
- Faculty of Pharmaceutical Sciences, Ubon Ratchathani University, Ubon Ratchathani, Thailand
| | - Claire Anderson
- School of Pharmacy, University of Nottingham, United Kingdom
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Anderson C, Marriott JL, Carrasqueira J, Brock TP, Rennie T, Bruno AF, Bates I. Turning the world of pharmacy education into a global community through sharing. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2014; 78:130. [PMID: 25258435 PMCID: PMC4174372 DOI: 10.5688/ajpe787130] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Affiliation(s)
- Claire Anderson
- Associate Editor, American Journal of Pharmaceutical Education
- University of Nottingham, Nottingham, United Kingdom
| | | | | | - Tina P. Brock
- University of Nottingham, Nottingham, United Kingdom
| | | | | | - Ian Bates
- University of Nottingham, Nottingham, United Kingdom
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