Highlights From the FIPEd Global Education Report

Anderson, Claire; Bates, Ian; Brock, Tina Penick; Brown, Adrienne S.; Bruno, Andreia; Gal, Diane; Galbraith, Kirsten; Marriott, Jennifer Lillian; Rennie, Timothy; Rouse, Michael J.; Tofade, Toyin

doi:10.5688/ajpe7814

Cited by 13 publications

(10 citation statements)

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“…It is interesting that most pharmaceutical sciences track graduates appeared to work in the community pharmacy setting. Academics should seriously revise the content and practical experiences in the curriculum to meet the needs of graduates and Thai society [ 1 , 3 , 106 ]. Faculties should coordinate with the various Thai pharmacy associations, such as the Association of Hospital Pharmacy (Thailand), Community Pharmacy Association (Thailand), Thai Industrial Pharmacist Association, and Marketing Pharmacy Association of Thailand to update the competencies required by pharmacy graduates.…”

Section: Discussionmentioning

confidence: 99%

Does a transition in education equate to a transition in practice? Thai stakeholder’s perceptions of the introduction of the Doctor of Pharmacy programme

et al. 2015

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BackgroundPharmacy 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.MethodsSemi-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.ResultsThree 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).ConclusionsThis 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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Section: Discussionmentioning

confidence: 99%

Does a transition in education equate to a transition in practice? Thai stakeholder’s perceptions of the introduction of the Doctor of Pharmacy programme

et al. 2015

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“…Following the announcement to establish the college of pharmacy, there was a consensus from University and College Administration to acquire the Doctor of Pharmacy (PharmD) curriculum from a relatively high-ranking college of pharmacy in the United States that was accredited by the Accreditation Council for Pharmacy Education (ACPE). This direction was in line with the desire among pharmacy academicians at KSAU-HS to implement a curriculum that was patient-centered and clinically focused 8 to produce competent pharmacists who could supplement the limited supply of locally trained pharmaceutical care providers. 3,9 Clearly, in terms of academic and practice components, pharmacy schools share similar global challenges in meeting societal needs and individual professional aspirations.…”

Section: Introductionmentioning

confidence: 79%

Implementation of an ACPE-Accredited PharmD Curriculum at a Saudi College of Pharmacy

Alkatheri

Albekairy

Khalidi

et al. 2019

American Journal of Pharmaceutical Education

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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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“…Preceptor development programs are needed to ensure appropriate training of future pharmacy graduates to provide patient-centered pharmacy services globally. The FIP Ed Global Education Report 2013 found a shortage of clinical preceptors available internationally to educate pharmacy students in experiential rotations [ 3 , 26 ]. The FIP Ed 2016 Global Vision for Education and Workforce supports “all teachers and tutors have access to teacher training programmes and development in order to become high quality teachers and trainers for our profession [ 27 ]”.…”

Section: Discussionmentioning

confidence: 99%

Advancing Pharm. D. Training in Egypt through a Structured Preceptor Development Program

2020

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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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Highlights From the FIPEd Global Education Report

Cited by 13 publications

References 0 publications

Does a transition in education equate to a transition in practice? Thai stakeholder’s perceptions of the introduction of the Doctor of Pharmacy programme

Does a transition in education equate to a transition in practice? Thai stakeholder’s perceptions of the introduction of the Doctor of Pharmacy programme

Implementation of an ACPE-Accredited PharmD Curriculum at a Saudi College of Pharmacy

Advancing Pharm. D. Training in Egypt through a Structured Preceptor Development Program

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