scholarly journals Advancing Pharmacy Education and Workforce Development Amid the COVID-19 Pandemic: Report of the 2020-2021 AACP Academic Affairs Committee

2021 ◽  
pp. 8716
Author(s):  
Andrew S. Bzowyckyj ◽  
Elizabeth Blake ◽  
Brian Crabtree ◽  
Krystal L. Edwards ◽  
Amy M. Franks ◽  
...  
Keyword(s):  
Workforce Development ◽  
Pharmacy Education ◽  
Academic Affairs

scholarly journals National assessment of pharmaceutical workforce and education using the International Pharmaceutical Federation’s global development goals: a case study of Qatar

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Banan Abdulrzaq Mukhalalati ◽  
Meram Mohamed Mahmoud Elsayed Ibrahim ◽  
Majdoleen Omar Al Alawneh ◽  
Ahmed Awaisu ◽  
Ian Bates ◽  
...  
Keyword(s):  
Public Health ◽  
Workforce Development ◽  
Health Workforce ◽  
Qualitative Content Analysis ◽  
Pharmacy Practice ◽  
Policy Formation ◽  
Pharmacy Education ◽  
Global Development ◽  
Pharmacy Workforce ◽  
Development Goals

Abstract Background The sustainable development goals were launched by the United Nations in 2015. Its fifth goal was describing the achievement of universal health coverage by 2030. This goal reaffirms the importance of investing in the development and training of the global health workforce. In alliance with this, the International Pharmaceutical Federation (FIP) has published reports about pharmacy workforce planning in several countries. However, data about Qatar were not included in these reports. In 2017, FIP developed a transformational roadmap of pharmaceutical workforce and education. One systematic framework component of the roadmap is the Pharmaceutical Workforce Development Goals (DG[w]s) that were released in late 2016 and subsequently incorporated into the more comprehensive Global Development Goals1 in 2020, encompassing not only workforce development, but additionally practice and pharmaceutical science development. This study aimed to evaluate the current situation of pharmacy workforce and education in Qatar in relation to the original 13 Pharmaceutical Workforce Development Goals (DG[w]s). The objective was to identify the gaps in pharmacy workforce and education and to recommend evidence-led strategies to be included in both the Ministry of Public Health and the Qatar University College of Pharmacy workforce development plans. Methods Three rounds of conventional Delphi technique were conducted with expert panels of key decision-makers in pharmacy practice from the College of Pharmacy at Qatar University and the Ministry of Public Health, utilizing the FIP’s self-assessment survey. Qualitative content analysis was used to analyze and prioritize the identified gaps from the collected data. DG[w] was considered “met” if all the provided indicators were achieved, “partially met” if at least one of the indicators were achieved, and “not met” if none of the indicators were achieved Results The lack of competency framework (DG[w]5), workforce data (DG[w]12), and workforce policy formation (DG[w]13) are three major gaps in the provision of pharmaceutical workforce and pharmacy education in Qatar, influencing other DG[w]s. These gaps need to be addressed by the formation of Qatar Pharmaceutical Association through which academic, practice, and policymaking sectors can work together in developing health workforce intelligence system. Conclusion The results indicated that DG[w]s are interrelated and a gap in one goal can negatively influence others. Results and recommendations of this research will facilitate the implementation of strategic plans across leading pharmacy sectors to meet health needs in Qatar and achieve the third pillar of the Qatar National Vision 2030.

Adapting Education to the Needs of Pharmacists and Pharmaceutical Scientists

2021 ◽  
pp. 20-42
Author(s):  
Bruno Sepodes ◽  
João Pedro Rocha ◽  
Maria-Eduardo Figueira
Keyword(s):  
Workforce Development ◽  
International Federation ◽  
Pharmacy Education ◽  
Special Focus ◽  
Academic Goals ◽  
The Future ◽  
Global Vision ◽  
Development Goals ◽  
Specific Cluster ◽  
The Way

The purpose of this chapter is to further explore how the global vision for the future of pharmacy education shared by many stakeholders and catalyzed by the launch of the workforce development goals by the International Federation of Pharmacy (FIP) was transformed into a specific cluster of academic goals. In this chapter, the expected impact of the Pharmaceutical Workforce Development Goals in academia and pharmacy education will be further explored, with a special focus on a consensual group of statements that would be become known as “The Nanjing Statements.” The chapter explores how all these factors contributed to the change of the way the pharmaceutical workforce is educated, and how the challenge is currently being met.

scholarly journals MyDispense: Lessons from Global Collaboration in Developing a Pharmacy Educational Simulation Tool

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Marian T Costelloe
Keyword(s):  
Workforce Development ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Simulation Tool ◽  
Global Collaboration ◽  
Educational Project ◽  
Global Workforce ◽  
Online Pharmacy ◽  
The World ◽  
Educational Need

The current focus on global workforce development in pharmacy provides a perfect stage for continued and extended collaboration between educators, researchers, and practitioners. One such global educational project is the MyDispense Project, which is a collaborative journey that started with an educational need. MyDispense is an online pharmacy simulation tool that teaches dispensing skills to students. Development of the tool began as a need for Australian pharmacy students, but has been customized for other parts of the world as well. Since the project’s launch in 2010, the ongoing use and development of the tool is a compelling story of success for global collaboration in pharmacy education. Lessons can be learned from this collaborative endeavour.   Type: Commentary

scholarly journals Special International Experiential Report: A Fulbright case study

2020 ◽  
pp. 135-141
Author(s):  
SHANE DESSELLE ◽  
KRESHNIK HOTI
Keyword(s):  
Workforce Development ◽  
Academic Staff ◽  
The United States ◽  
Pharmacy Education ◽  
University Administrators ◽  
Structured Interviews ◽  
Middle Income ◽  
Social Exchanges ◽  
Assessment Centre ◽  
The University

Objectives: This paper sets out to describe the experiences of a pharmacy faculty member leveraging the United States (U.S.) Fulbright Specialist (FS) programme as one mechanism to build global alliances in pharmacy workforce development;. It also describe the findings of the Fulbright visit in creating an Assessment Centre for a faculty group at a university of a middle-income country. Methods: The University of Pristina in Kosovo tendered a successful application for the visit of a pharmacy education scholar in assessment with the FS programme. The FS and host endeavoured an engaging process with various university administrators and academic staff using semi-structured interviews, presentations, and informal discussions during academic and social exchanges. Results: The FS produced a 27-page report on recommendations to develop an Assessment Centre that also outlined steps needed to scale the centre up to the University level and replicate it in other faculties, all keeping in mind entrustable activities of assessment and desired global outcomes for workforce development. The FS and host engaged in additional, unplanned activities including a possible pipeline for Ph.D..students from Kosovo to the U.S., a formal exchange with another U.S. institution, and continued collaboration on various scholarly endeavours. Conclusions: Pharmacy educators must continue identifying opportunities for global collaboration that seeks to promote workforce development and assessment for readiness to practice. The Fulbright Program is one mechanism that fosters collaboration, along with culturally stimulating and mutually beneficial intellectual exchange.

scholarly journals COVID-19 is a trigger for transformation in pharmacy education for West Africa

2021 ◽  
Author(s):  
Mahama Duwiejua
Keyword(s):  
Workforce Development ◽  
Online Teaching ◽  
New Technologies ◽  
Pharmacy Education ◽  
Quality Education ◽  
Education Students ◽  
Online Delivery ◽  
New Models ◽  
Development Goals ◽  
Rapid Shift

Worldwide, COVID-19 has changed the way Pharmacy Education is being delivered. In Australia there was a rapid shift to online delivery, implementation of new technologies and new models for remote online teaching. The effects of the pandemic on pharmacy education, students and staff are discussed as well as strategies of how to maintain workforce development goals to ensure quality education.

scholarly journals Report of the 2012-2013 Academic Affairs Standing Committee: Revising the Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes 2013

2013 ◽  
Vol 77 (8) ◽  
pp. S8 ◽  
Author(s):  
Melissa S. Medina ◽  
Cecilia M. Plaza ◽  
Cindy D. Stowe ◽  
Evan T. Robinson ◽  
Gary DeLander ◽  
...  
Keyword(s):  
Educational Outcomes ◽  
Pharmacy Education ◽  
Academic Affairs ◽  
Standing Committee

scholarly journals Alignment through Community

2019 ◽  
Vol 30 (2) ◽  
Author(s):  
John F. Barthell ◽  
David Castillo ◽  
Liliana Rentería Mendoza ◽  
J. David Macey ◽  
Charlotte K. Simmons
Keyword(s):  
Workforce Development ◽  
Public Affairs ◽  
Oklahoma City ◽  
Academic Affairs ◽  
Institutional Commitment ◽  
Vision 2020 ◽  
Leadership Programs ◽  
Academic Mission ◽  
Diversity And Inclusion ◽  
The University

The University of Central Oklahoma (UCO) is a public metropolitan university that has developed a highly collaborative relationship with the Greater Oklahoma City Hispanic Chamber of Commerce (HC). This partnership unites several UCO divisions and the HC in support of a set of shared goals, articulated in UCO’s “Vision 2020” strategic planning document and in the HC’s seven community development priorities, which include business development, cultural and environmental stewardship, workforce development, and education. To facilitate these partnerships, UCO’s Division of Academic Affairs has reorganized its administrative structure to create an Office of Global and Cultural Competencies, which includes a Director of Cultural Outreach and Diversity Strategies, who serves as on-site liaison to the HC; the Division of Academic Affairs also has representation on the HC Board of Directors. These shared efforts provide a means for securing extramural funding, internships, and new leadership programs that will sustain the partnership and affect a growing demographic and economic segment of Oklahoma City. Within the university, this partnership complements the diversity and inclusion initiatives of UCO’s Division of Student Affairs and promotes the legislative and economic initiatives led by UCO’s Division of Public Affairs. This article addresses the often-unrecognized role that a university’s academic mission plays in anchoring community partnerships, and it contributes to best practices in fulfilling an institutional commitment to serve diverse, metropolitan populations.

scholarly journals EDITORIAL: The effects of the COVID-19 pandemic on pharmacy education, staff and students in an Australian setting

2021 ◽  
pp. 87-90
Author(s):  
Sara Chuang ◽  
Natalie Trevaskis ◽  
Vivienne Mak
Keyword(s):  
Workforce Development ◽  
Online Teaching ◽  
New Technologies ◽  
Pharmacy Education ◽  
Quality Education ◽  
Education Students ◽  
Online Delivery ◽  
New Models ◽  
Development Goals ◽  
Rapid Shift

Worldwide, COVID-19 has changed the way Pharmacy Education is being delivered. In Australia there was a rapid shift to online delivery, implementation of new technologies and new models for remote online teaching. The effects of the pandemic on pharmacy education, students and staff are discussed as well as strategies of how to maintain workforce development goals to ensure quality education.

scholarly journals EDITORIAL: Overview of the pharmacy education and workforce development challenges and responses to the global pandemic of COVID-19 in Switzerland

2021 ◽  
pp. 106-109
Author(s):  
Astrid Czock
Keyword(s):  
Online Learning ◽  
Workforce Development ◽  
Pharmacy Education ◽  
Global Pandemic ◽  
Pharmacy Workforce

The COVID-19 pandemic changed pharmacy education permanently as it promoted and facilitated online learning for the pharmacy workforce. In regards to examinations, it did not affect the examination mode as exams could be performed under special precautions and respecting predefined safety concepts

Building a Process for Program Quality Enhancement in Pharmacy Education: Report of the 2003–04 Academic Affairs Committee

2004 ◽  
Vol 68 (3) ◽  
pp. S7 ◽  
Author(s):  
Eric G. Boyce ◽  
Wanda T. Maldonado ◽  
Nanci L. Murphy ◽  
Evan T. Robinson ◽  
Michael E. Winter ◽  
...  
Keyword(s):  
Program Quality ◽  
Pharmacy Education ◽  
Academic Affairs ◽  
Quality Enhancement ◽  
Education Report
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