Connecting the dots in pharmacy education: The FIP International Pharmaceutical Federation Global Competency Framework for Educators and Trainers in Pharmacy (FIP-GCFE)

Abstract

The FIP (International Pharmaceutical Federation) Global Competency Framework for Educators and Trainers in Pharmacy (FIP-GCFE) is an ongoing project of the Academic Pharmacy Section of FIP in cooperation and collaboration with Sections, Special Interest Groups and Working Groups across the Federation. It was developed by a group of experts in pharmaceutical education to enable and promote the continuing professional development of pharmacists and pharmaceutical scientists who plan to advance their competence as educators and trainers in pharmacy and the pharmaceutical sciences, whether in a formal or informal context, and at all levels of education and professional development. The FIP-GCFE will be an essential resource for multiple stakeholders including individual educators, faculties of pharmacy, and accreditation agencies. This article presents the introductory text of the GCFE first version, connecting previously launched concepts and tools and explaining the integration with all other FIP workforce support frameworks, to provide a holistic approach to global workforce development.

Academic pharmacist competencies in ordinary and emergency situations: content validation and pilot description in Lebanese academia

“…It is also the first to include emergency preparedness among the required competencies for academic pharmacists in a developing country struggling with multiple crises. Of note, the FIP released the Global Competency Framework for Educators and Trainers in Pharmacy (FIP-GCFE) in September 2022 [ 2 , 12 ], after our data collection period had ended; additionally, the FIP framework addressed academic pharmacy as a whole (with no distinction of specific roles), and did not address the emergency preparedness aspect within the same framework, although that would be of primary importance in a country like Lebanon. Consequently, the results of this study would serve to pilot the frameworks for academic practice assessment in Lebanon and contribute to supporting sustained professional development in a challenging setting.…”

“…They are becoming more prevalent in health professions in high-income countries [ 11 ] and include a set of behavioral competencies that helps practitioner development and facilitates effective and long-lasting performance. An example is the evidence-based Global Competency Framework for Educators and Trainers in Pharmacy (FIP-GCFE) created by the International Pharmacy Federation (FIP) as a new instrument to enhance the professional development of pharmacists working in any area of pharmaceutical education [ 12 ]. This framework, which comprises several competency clusters (i.e., education, training, and development; research, evaluation, and scholarship; expert professional practice; working with others; management, strategy, and planning; and leadership), is an invaluable resource that helps pharmacy educators and trainers at the individual, corporate, national, and international levels maintain and improve their practice continuously.…”

“…This framework, which comprises several competency clusters (i.e., education, training, and development; research, evaluation, and scholarship; expert professional practice; working with others; management, strategy, and planning; and leadership), is an invaluable resource that helps pharmacy educators and trainers at the individual, corporate, national, and international levels maintain and improve their practice continuously. Such a framework could be adapted in the form of a questionnaire to assist in identifying the relevance and applicability of the framework in a specific national and local setting [ 2 , 12 ].…”

“…The abovementioned deeds demonstrate the responsibility of pharmacists in all public health areas, including emergencies such as COVID-19, as outlined in policy statements and guidelines released by American Public Health Association (APHA) and FIP [ 16 – 19 ]. Of note, this aspect was not included in the recently released Global Competency Framework for Pharmacy Educators [ 2 , 12 ].…”

Safety and quality of AI chatbots for drug-related inquiries: A real-world comparison with licensed pharmacists

“…Providing accurate, reliable, and timely information is paramount for ensuring that patients can use medications safely and effectively. However, pharmacists face challenges such as high workload and burnout, 2 the imperative to stay abreast of the continuously expanding and evolving body of drug information, 3 and a shortage of professionals, particularly in developing countries. 4 …”