Dr.ismail Hamed

8/12/2019 Dr.ismail Hamed

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RECENT TRENDS IN PHARMACY

EDUCATION

Dr. Mohammad Ismail Hamed

Distinguished Professor of Clinical Pharmacy

& University Academic Advisor

Misr University for Science & Technology,

Sixth of October City, EGYPT


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INTRODUCTIONI. Quotations

Pharmacists are involved in the management ofpharmacotherapy in clinical scenes more extensively thanthey did ever. Changes in medical environments such ascollapse of doctors paternalism, the rising role of patientsautonomy in the decision making on their own medicaltherapy, and the increased accountability of medical care

g vers o pa en s ave o ge p armac s s o par c pa e npharmacotherapy as patients advocates.

To meet these social needs the education of students inpharmaceutical colleges should be reconstructed extensively

from a traditional research-oriented system to a patient-centered system. In particular the education of appliedpharmacotherapy is to be strengthened and enforced. A drasticreform of pharmacist education should be brought in effect.


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INTRODUCTION, Contin.I. Quotations.

Pharmacists have extended their influence on medication safety

from accurate dispensing to prescribing, patient monitoring, andpatient education. This broader professional focus benefits us all.

The involvement of a pharmacists on rounds in intensive care andgeneral medicine units reduces preventable adverse drug events.Also, pharmacist-managed anticoagulation therapy is safer than

.

Clinical pharmacists have certainly become integral members ofthe health care team and have expanded their influence to includesafe, appropriate, and cost-effective medication use.

The pharmacy academy is well positioned to prepare graduates tobecome more proactive in creating a safer health care environmentfor patients. None of these roles requires major curricularrevisions.

M or bidity & M or tal i ty Rounds on the Web, 2006


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INTRODUCTION, Contin.II. Rising Professional Criteria

The Center for the Advancement of PharmaceuticalEducation (CAPE) recommendation to ImplementChanges in Pharmaceutical Education defined 3 soleeducational outcomes, comprising (1) PharmaceuticalCare, (2) Systems Management, and (3) Public Health.

Pharmacy education is constantly changing andevolving; as such, updates of the CAPE EducationalOutcomes are paramount.

It is questionable, however, whether schools of

pharmacy are prepared to meet these broad goals in theirpresent curricula.


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INTRODUCTION, Contin.II. Rising Professional Criteria

Pharmacists are required to collect a minimum number of credit

points in a defined period of time, usually 3 to 5 years. The credit

points are reflection of the time spent on an approved activity, e.g. 1-

hour lecture or 3-hour practice results in 1 credit point.

The term accreditation is commonly used for both CE and CPD

programming. In Germany and the Netherlands, the term

accreditation refers to approved CE activities whereas in the United

States accreditation refers to approved CE providers.

Systems that are based on CPD tend to have comprehensive

competency standards, against which pharmacists have to compare

their own level of competence as an integral part of the CPD process.


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Shifts in the Pharmacy Profession Toward

More Patient Care

The Pharmacy Manpower Projects 2009 National PharmacistWorkforce Survey indicate shifts in the pharmacy profession

toward more patient care.

The pharmacy profession currently has, and will continue to build,

capacity for contributing to the reforming healthcare system to meet

pa en care nee s a are roo e n mprov ng e e ec veness,safety and value of medication therapy.

Female practicing pharmacists have increased significantly,

comprising 46% of the workforce in 2009, up from 31% in 1990.

An aging population of pharmacists with 37% over age 55 in 2009,

compared to 30% in 2004 and only 21% in 2000.

Business Ser vices Industr y, March 01, 2010


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Pharmaceutical Education & Biotechnology

Pharmaceutical biotechnology, pharmacogenomics, combinatorialchemistry, screening technologies, and bioinformatics are majoradvances that give a new direction to pharmaceutical sciences.

To meet with this new dynamic era of pharmaceutical research

and health care environment harmaceutical education has to set

new priorities to keep pace with the challenges related to genomictechnologies.

Educators and pharmacy school members have the responsibilityof deciding how, to what extent, by which methods, and/or in

which way these changes and new directions in the educationprograms should be developed.

Eur. J. Pharm. Sci. 15, 243-250, 2002


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Pharmacy Education in Selected Countries

In Canada, the education of pharmacists is built upon afoundation of strong, research-intensive publicly-fundeduniversities and a universal health-care system that balancesgovernment and private financing.

Current challenges include the need to better integrate

workforce and professional development and maintenance ofcompetency of practitioners.

Academic pharmacy is currently debating how best to managethe need to enhance the pharmacy curriculum to meet current

and future skills needs, and whether a doctor of pharmacy(Pharm D) degree ought to become the standard entry-to-practice qualification for pharmacists in Canada.

Am J Pharm Educ. 2008 December 15; 72(6): 128.


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Pharmacy Education in Selected Countries,

Contin.

In Japan, The six-year system of pharmaceutical education hasstarted in 2007. This new system is expected to raise the levelof pharmaceutical care in the national medical care system.The practical training for pharmaceutical care that futurepharmacists will have is an important safety measure forpharmaceuticals in the medical care system, so that producing

qualified pharmacists would be supported by the people.

For this purpose the authorities will help to improve thetraining system, and the circumstances where futurepharmacists will be able to provide their ideal pharmaceutical

care.Perspectives on educational reform of pharmaceutical science,

Yakugaku Zasshi 2007 127(2):227-30.


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Contin.

In United Kingdom.

Challenges for UK pharmacy education over the coming yearsare the prevention of easy access to MPharm* programs bygraduates of other subjects; the possibility of a shortage ofemployment opportunities for pharmacy graduates; the

to pharmacy graduates and the possibility of providing part-time courses in pharmacy. In addition, the requirement tointroduce more therapeutics into the courses to cater for thenew roles of supplementary and independent prescriber mustbe faced, at the same time debating the relative weighting of

science and practice within the course.

* undergraduate masters program, that permits registrationwith the Royal Pharmaceutical Society of Great Britain


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Contin. In China.

Pharmacy in China involves the preparation, standardization anddispensing of drugs; its scope includes cultivation of medicinal

plants, synthesis of compounds of medicinal value & analysis of

medicinal agents. Pharmacists are responsible for the preparation of

different drug dosage forms.

There are two streams of pharmacy practice, traditional Chinese

medicine and modern pharmacy. Around 50 colleges offer

pharmacy education, half of which provide a Western medicine

approach and the other half traditional Chinese medicine. Both

types of colleges offer a four-year curriculum with options for

specialization.

Recently, clinical pharmacy services in China have been developed.

Curricula with specialization in clinical pharmacy had begun.


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Pharmacy Curricula in a Developing Country:

Thailand

The curricula for both the bachelor of science degree (BS Pharm)

and doctor of pharmacy (Pharm D) degree programs included theminimum content required by the 8 competency domains.

The dominant content area in BS Pharm degree programs wasproduct-oriented material. The content ratio of patient to productto social and administrative pharmacy was 2:3:1, respectively.However, the content ratio suggested by the Thai Pharmacy

ounc was : : , respec ve y.

The predominant content area in the Pharm D programs waspatient-oriented content. Social and administrative pharmacy-oriented content was low in both the BS and Pharm Dcurriculums.

As Thai pharmacy schools further revise their curricula, it maybe useful to decrease the product-oriented content and expandpatient-oriented material.

Am J Pharm Educ. 2008 February 15; 72 (1): 9.


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Ranking of Colleges of Pharmacy in USARanked in 2008

Rank College Name Score1 University of CaliforniaSan Francisco 4.7

2 University of North CarolinaChapel Hill 4.4

3 University of Minnesota 4.3

-- .5 Ohio State University 4.1

5 University of Kentuky 4.1

5 University of MichiganAn Arbor 4.1

5 University of Washington--Seattle 4.1

9 Purdue University 4.0

9 University of Arizona 4.0


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List of Top 10 Pharmacy Schools in AmericaRanked in 2009/2010

Purdue University: The College of Pharmacy, Nursing andHealth Sciences.

Ohio State University: The College of Pharmacy.

University of California: The School of Pharmacy Universityof California, San Francisco.

n vers ty o nc nnat: o ege o armacy.

University of Kentucky: College of Pharmacy.

Ferris State University: College of Pharmacy.

University of Minnesota - Twin Cities: The College ofPharmacy.

University of North Carolina: Eshelman School of Pharmacy.

University of Tennessee: College of Pharmacy.

University of Oklahoma: College of Pharmacy.


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Strengths of Pharmacy Curricula: The Case of

University of California

Development of Interdisciplinary Programs:1) At UCSF, major changes began in 1970 with a required 4 th

year clerkship to expand the role of pharmacists as membersof the clinical care team. Students combined required andelective courses (e.g. chemotherapy and clinical oncology).

2) The UCSF in 2002 revamped its professional curriculum to

allow students emphasize one of 3 areas: PharmaceuticalCare, Pharmaceutical Health Policy & Management orPharmaceutical Sciences. It has also launched joint degreeprograms (Pharm D/MPH, Pharm D/PhD).

3) At UCSD, pharmacy students take many basic science courses

with medical students developing common preclinicalknowledge. Following a year of distinct course and trainingfor each profession, pharmacy and medical students sharecommon clinical experience in UCSD hospitals and clinics.


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The Case of

School of Pharmacy, University of Purdue

The professional curriculum leading to the Pharm. D. requires fouryears of study and admission into this program requires completionof the Pre-Pharmacy requirements.

A new Pharm. D. curriculum and Pre-Pharmacy curriculum wereapproved in 2009 for students entering the professional programbeginning in 2012. The entire curriculum is highly structured,allowing time for only a modest amount of elective study.

Also, to complete the professional program in four years, studentsmust consistently be successful in their completion of all of therequired courses in each year of the program.

In addition to the required practical experience, students have theoption of gaining experience in research. Several researchfellowships for undergraduate research are available on acompetitive basis.


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Vision & Mission of Selected

Colleges of Pharmacy

University of Arizona:

Vision: To be the Preeminent college of pharmacy in education,

research and service.

Mission: To promote the health and well-being of our citizens.

University of Minnesota:

Vision: Through our program of innovative teaching, research and

scholarship, we will achieve the distinction of being a premier

college of pharmacy.

Mission: To educate professionals who will address thepharmacy-related needs of society.


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University of Michigan:Vision: To be the most respected academic clinical pharmacy asmeasured by the quality of our graduates, professional andclinical service and scholarly contributions.

Mission: To create, disseminate and apply knowledge regardingdrug therapy.

University of Illinois:

Vision: The College of Pharmacy enhances individual andcommunity health through preeminent pharmaceutical education,research, service and entrepreneurial activity.

Mission: The College of Pharmacy provides leadership in

education, research, public service, entrepreneurship andbusiness activities, and patient care to guide and serve thepharmaceutical care needs of the society.


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University of Southern California

Vision: In keeping with a long tradition of innovation inpharmaceutical education and research, the USC School of Pharmacyshall be the global leader in the development of new paradigms forpharmacy practice; pharmaceutical and interdisciplinary health care

education and research that em hasizes harmacothera eutic

planning, management and outcome assessment; as well as thecreation of new therapeutic agents, targeting strategies andmonitoring modalities.

Mission: By creating a curriculum that balances the basic knowledgecomponents of pharmacy-biomedical sciences, pharmaceutical

sciences, social and administrative science, clinical sciences andexperiential training, the School provides students with amultidisciplinary educational experience which prepares them forcontemporary pharmacy practice.


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University of Purdue:

Vision: Providing education that enables students to acquire in-depth

expertise in the pharmaceutical, social/economic management, and

related sciences, Serving the community leading to improvements in

healthcare delivery and enhance health outcomes, Fostering innovation

n researc roug n er sc p nary co a ora on an on r u ng othe profession of pharmacy by participation in leadership roles in

pharmaceutical organizations and community programs

Mission: Is to demonstrate excellence through performance in the

areas of discovery, learning, and engagement. The experience and

knowledge of the faculty provide students with excellent didactic and

experiential training necessary to become well-rounded practitioners.


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DETAILED MISSION, UCSF

UCSF is dedicated to improving human health worldwide andadvancing scientific discovery . The school:

Conducts exceptional pharmaceutical research, including basicscience, translational science, clinical science, health policy, andhealth services research.

Delivers world-class education to our Doctor of Pharmacy,graduate, postdoctoral students and others.

-members in health care and to be lifelong experts in the safe andeffective use of medicines.

- We educate graduate students to be outstanding researchersacross the spectrum from the basic to the health sciences.

Develops and delivers outstanding and innovativepharmaceuti cal car e.

Serves the communityby sharing our expertise with the public,industry leaders, and policy makers.


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Example for Student Learning Outcome

Evaluation

Module Rotation: Ambulatory Care

Students will be evaluated based on the following activities:

1. Formal presentations (1) or Journal Club (1).

2. Clinical Interventions (10).

3. Patient Counseling Sessions (10).

4. Patient Medication History (10).

5. Attendance.


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Thank you

Prof. M. Ismail

Documents

Dr.ismail Hamed