Pharmacy Education Development

Anderson, Claire; Arakawa, Naoko

doi:10.3390/pharmacy9040168

Cited by 2 publications

(2 citation statements)

References 17 publications

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“…This result was anticipated, considering the skills they acquire throughout their careers through research and personal and professional development [ 31 ]. Pharmacy education involves several types of research and clinical work, with the ultimate goal of offering high-quality undergraduate and graduate health-related education, which requires establishing a pharmacy education program, improving curriculum design, teaching, and learning, and fostering sustainable, evidence-based, student-centered learning communities within educational institutions [ 32 ]. Furthermore, skilled educators can employ different learning and teaching methods and means for assessment and feedback, supplemented by the proper use of digital technologies and mentorship and evaluation strategies [ 33 ].…”

Section: Discussionmentioning

confidence: 99%

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

Safwan,

Akel,

Sacre

et al. 2023

BMC Med Educ

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Background In the absence of a similar study in the Lebanese context, this study aimed to validate the content of the specialized competencies frameworks of academic pharmacists (educators, researchers, and clinical preceptors) and pilot their use for practice assessment in the context of multiple severe crises. Methods A web-based cross-sectional study was conducted between March and September 2022 among academic pharmacists enrolled by snowball sampling using a questionnaire created on Google Forms. Results The suggested frameworks had appropriate content to assess the competencies of academic pharmacists. Educators and clinical preceptors were confident in all their competencies except for emergency preparedness. Researchers had varying levels of confidence, ranging from moderate to high confidence for many competencies, but gaps were reported in fundamental research, conducting clinical trials, and pharmacy practice research (mean < 80). Educators and researchers relied primarily on experience and postgraduate studies, while clinical preceptors emphasized undergraduate studies to acquire their respective competencies. Continuing education sessions/programs were the least cited as a competency-acquiring venue across all roles. Conclusion This study could develop and validate the content of frameworks for specialized competencies of academic pharmacists, including educators, researchers, and clinical preceptors, in a challenging setting. The frameworks were also piloted for practice assessment, which could contribute to supporting effective performance and sustained development of practitioners and help link the skills and competencies pharmacists learn during their studies with those required for a career in academia.

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Section: Discussionmentioning

confidence: 99%

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

Safwan,

Akel,

Sacre

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…This technique lets students participate in direct medical care and help specific patients. 5 The duration of the rotation is inadequate for skill development, thus students must do duties under indirectly supervision of the institution's physician to begin hospital pharmacy practice.…”

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confidence: 99%

Pharmacy Education: Upgradation and Clinical Rotation to Produce Quality Professionals in Pakistan

Ujjan¹,

Shah²,

Karim³

et al. 2022

PJMHS

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Pharmacy is an expanding profession with new and expanded duties for pharmacists. Pharmacology training should adjust to local and global trends to graduate quality pharmacists1. The five years of basic pharmacy education is inadequate for excellent quality of treatment, which might impair patients' health. Several nations, including the USA, have expanded basic pharmacology training to 6 years and established Pharm D as entrance level for any area of practice2. Countries that have implemented postgraduate training produce practice-ready pharmacists in varied sectors, depending on specialty and local requirements. Regional pharmacy authorities supply a large number of institutional rotation locations for pharmacy students, whereas hospital rotations have become a career necessity3. This rotation aims to provide students experience as pharmacists in a multidisciplinary context. The rotation's goals and activities include comprehending patients' drug-related requirements, pharmacists' regulatory, ethical, and professional duties, and medication distribution4. This clinical rotation offered a number of issues for institutions, especially in offering possibilities for students to engage in the pharmacist's job. Students should perform a set of specific clinical activities for which they are educated in hands-on workshops, followed by observation by a clinician or physician. Students do activities under indirect supervision after skill assessment. This technique lets students participate in direct medical care and help specific patients.5The duration of the rotation is inadequate for skill development, thus students must do duties under indirectly supervision of the institution's physician to begin hospital pharmacy practice.

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Pharmacy Education Development

Abstract: Pharmacy education and training is fundamental in supplying the pharmacy workforce with adequate numbers and correct competencies to provide relevant pharmaceutical care [...]

Cited by 2 publications

References 17 publications

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

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

Pharmacy Education: Upgradation and Clinical Rotation to Produce Quality Professionals in Pakistan

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