Etukakpan Alison, Uzman Nilhan, Ozer Ozge, Tofade Toyin, Leite Silvana Nair, Joda Arinola, Choonara Yahya, Mwila Chiluba, Azzopardi Lilian M, Mantel-Teeuwisse Aukje K, Rahal Mohammad, Darwish Rula, Lee Beom-Jin, Shakya Rajani, Gallagher Paul J, Moreau Pierre, Lourenço Luis, McKinnon Ross A, Altiere Ralph J
International Pharmaceutical Federation, The Hague, the Netherlands.
Albany College of Pharmacy and Health Sciences, USA.
Explor Res Clin Soc Pharm. 2023 Feb 14;9:100234. doi: 10.1016/j.rcsop.2023.100234. eCollection 2023 Mar.
A needs-based approach is desirable for the transformation of pharmaceutical education, and to link pharmaceutical education with the health needs of populations and national priorities. There are varying levels of data in the literature on the status of pharmaceutical education in all six World Health Organization (WHO) regions, especially in the context of needs identification and evidence-based policy interventions. The framework for this study was the FIP Development Goals.
The aim of the study was to develop evidence-based policies through a needs-based approach for pharmaceutical education transformation nationally, regionally and globally by addressing the following objectives: 1. Identify global and regional needs in pharmaceutical education, through a regional SWOT analysis and prioritization of FIP development goals; 2. Develop valid and credible regional roadmaps for pharmaceutical education advancement according to the identified prioritized goals and 3. Develop a global call to action as a policy intervention for advancing pharmaceutical education.
This study was conducted between 2020 and 2021 using a mixed methods approach. Surveys of higher education institutions and a series of qualitative interviews were conducted with national professional leadership organizations, with further regional workshops having 284 participants recruited from the International Pharmaceutical Federation (FIP) membership base, spanning all six WHO regions.
Eleven out of 21 FIP DGs were identified as priorities for regional roadmaps and FIP DG 1 (Academic capacity) was identified as a priority in four regions. All regions had distinctive results with an area of commonality between them. There were common weaknesses in the adoption of competency-based education and inter-professional education.
It is critical for every country and region to develop needs- and evidence-based policies for the transformation of pharmaceutical education, for which FIP DGs provide a systematic framework.
基于需求的方法对于药学教育的转型以及将药学教育与人群的健康需求和国家优先事项联系起来是可取的。关于世界卫生组织（WHO）所有六个区域药学教育状况的文献数据水平各不相同，特别是在需求识别和循证政策干预方面。本研究的框架是国际药学联合会（FIP）发展目标。
本研究的目的是通过基于需求的方法制定循证政策，以在国家、区域和全球层面实现药学教育转型，具体目标如下：1. 通过区域SWOT分析和FIP发展目标的优先排序，确定全球和区域药学教育需求；2. 根据确定的优先目标，制定有效且可信的区域药学教育发展路线图；3. 发出全球行动呼吁，作为推进药学教育的政策干预措施。
本研究于2020年至2021年采用混合方法进行。对高等教育机构进行了调查，并与国家专业领导组织进行了一系列定性访谈，此外还举办了区域研讨会，有284名参与者从国际药学联合会（FIP）会员中招募，涵盖WHO的所有六个区域。
21项FIP发展目标中有11项被确定为区域路线图的优先事项，FIP发展目标1（学术能力）在四个区域被确定为优先事项。所有区域都有独特的结果，同时也存在共同之处。在采用基于能力的教育和跨专业教育方面存在共同的薄弱环节。
每个国家和地区制定基于需求和证据的药学教育转型政策至关重要，FIP发展目标为此提供了一个系统框架。
