Using a Global Systematic Framework Tool to Identify Pharmacy Workforce Development Needs: A National Case Study on Saudi Arabia.

BACKGROUND

Healthcare is one of the key focuses of the Saudi Vision 2030. Identifying and acknowledging the strengths and weakness of the healthcare manpower, including pharmacy, are crucial for workforce development and for achievement of the vision.

METHODS

This paper used a global systematic framework tool, the International Pharmaceutical Federation the International 21 Development Goals (FIP DGs), as a roadmap to identify pharmacy workforce development needs.

RESULTS

An increase in the number of qualified Saudi pharmacy employees was successfully achieved by increasing the number of pharmacy education institutions. Several postgraduate pharmacy programs (Master's and Ph.D.) were also established. Some pharmacy colleges around the country obtained national and international accreditation/certification from reputable quality assurance organizations, such as the NAAA, ACPE and CCAPP. Clinical pharmacy residency programs were expanded to cover various specialties. No comprehensive competency framework exists for pharmacists in Saudi Arabia. A wide range of CDP programs, including electronic courses, have been offered for healthcare practitioners and accredited by SCFHS. While a certain number of CME hours are required for re-registration as a pharmacist, these CME hours are currently not linked to a needs-based health initiative. Several initiatives and strategies have been developed and implemented to address pharmaceutical workforce gender and diversity balances. The pharmacy profession is regulated by the MOH, the SCFHS, and the HRSD.

DISCUSSION AND CONCLUSION

Among the three clusters of the DGs - Academia, Professional Development, and Systems - Cluster 2, Professional Development, was identified as a priority area for improvement. Within this cluster, these particular DGs were selected as top priority: competency development (DG 5), leadership development (DG 6), and working with others (DG 8). Two DGs in Cluster 3, Systems, were also highlighted as priorities: continuing professional development strategies (DG 9) and impact and outcome (DG 11).