Transforming pharmaceutical education: A needs-based global analysis for policy development.

Background: 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.

Predicting the Success of International Pharmacists in a Distance-Based US Doctor of Pharmacy (PharmD) Program: Results from a 5-Year Cohort.

Background: To establish the predictors of success in an international-trained PharmD (ITPD) program between admission criteria and academic performance. Methods: The primary outcome of this study was the correlation of admission criteria with didactic and experiential grade point averages (GPA) for the first 5 years. Candidates meeting the minimum criteria completed a competency exam or the US-Foreign Pharmacy Graduate Equivalency Exam (US-FPGEE).

Implementing FIP's global pharmaceutical education transformation vision in Sub-Saharan African Countries.

The realization of a competent, versatile and adaptable Pharmaceutical workforce which is a key component in achieving the World Health Organization Universal Health Coverage agenda in 2030 depends on the supply of adequately trained pharmacy workforce who can improve access to quality medicines while delivering quality pharmaceutical services. Despite the rise in the density of pharmacists across all World Health Organization regions, African countries still stay considerably behind in terms of absolute capacity per capita which means that the pharmacy workforce in Africa continues to be very low and not adequate to deliver the pharmaceutical services needs of the region. The International Pharmaceutical Federation is leading the transformation of pharmacy education in Sub-Saharan African countries to bridge this gap with a spotlight on increasing academic capacity, establishing needs-based education strategies and creating an enabling practice environment through advocacy.

A strategy to develop advanced pharmacy practice experiences.

Objective: To establish statewide medication, disease management, and other clinical programs to serve as advanced pharmacy practice experience (APPE) training sites for the University of Colorado at Denver and Health Sciences Center School of Pharmacy, and to guarantee year-round support for the programs by providing pharmacy students with the necessary competencies to carry a significant proportion of each program's workload.

Methods: Partnerships with pharmacies willing to use students to expand their scope of clinical practice or support existing programs were established. Partners were asked to choose the clinical program(s) they wished implemented or supported and were guaranteed that APPE students would contribute to carrying each program's clinical service workload for 48 week/year under the supervision of the partners' pharmacists.

Evaluation of an evidence-based peer teaching assessment program.

Objective: To determine faculty perceptions about an evidence-based peer teaching assessment system.

Methods: Faculty members who served as instructors and assessors completed questionnaires after year 1 (2002-2003) and year 4 (2005-2006) of the peer assessment program. Factors were evaluated using a Likert scale (1 = strongly disagree; 5 = strongly agree) and included logistics, time, fostering quality teaching, diversifying teaching portfolios, faculty mentoring, and value of structured discussion of teaching among faculty members.