Objectives. To measure Croatian community pharmacists' progress in competency development using the General Level Framework (GLF) as an educational tool in a longitudinal study. Methods. Patient care competencies of 100 community pharmacists were evaluated twice, in 2009 and in 2010 in a prospective cohort study. During this 12-month period, tailored educational programs based on the GLF were organized and conducted, new services and standard operating procedures were implemented, and documentation of contributions to patient care in the pharmacist's portfolio became mandatory. Results. Pharmacists' development of all GLF patient care competencies was significant with the greatest improvements seen in the following competencies: patient consultation, monitoring drug therapy, medicine information and patient education, and evaluation of outcomes. Conclusions. This study, which retested the effectiveness of an evidence-based competency framework, confirmed that GLF is a valid educational tool for pharmacist development.

Background: The World Health Organization (WHO) estimates that there is a global healthcare workforce shortage of 7.2 million, which is predicted to grow to 12.9 million by 2035. Globally, people are living longer with multiple co-morbidities and require increased access and use of medicines. Pharmacists are a key component of the healthcare workforce, and in many countries, pharmacists are the most accessible healthcare profession. This paper identifies key issues and current trends affecting the global pharmacy workforce, in particular workforce distribution, country economic status, capacity, and workforce gender balance. Methods: National professional pharmacy leadership bodies, together with other contacts for professional bodies, regulatory bodies, and universities, were approached to provide country-level data on pharmacy workforce. A descriptive and comparative analysis was conducted to assess each country's pharmacy workforce. Results: A total of 89 countries and territories responded to the survey. To standardise the capacity measure, an analysis of the population density of pharmacists (per 10 000 population) was performed. The sample mean was 6 pharmacists per 10 000 population (n = 80). There is considerable variation between the surveyed countries/territories ranging from 0.02 (Somalia) to 25.07 (Malta) pharmacists per 10 000 population. African nations have significantly fewer pharmacists per capita. Pharmacist density correlates with gross national income (GNI) and health expenditure. The majority of pharmacists are employed in community settings, followed by hospital, industry-related, academia, and regulation. There is a greater proportion of females in the pharmacy workforce globally, with some WHO regions showing female representation of more than 65 % with an increasing trend trajectory. Conclusions: Pharmacy workforce capacity varies considerably between countries and regions and generally correlates with population-and country-level economic indicators. Those countries and territories with lower economic indicators tend to have fewer pharmacists and pharmacy technicians; this has implications for inequalities regarding access to medicines and medicine expertise.

International Pharmaceutical Federation (FIP) is oriented towards identifying locally determined needs and pharmaceutical services and using those to facilitate comprehensive education development and achievement of competencies, which in turn are required to meet the local services. 1,2The world's current population is around 6 billion inhabitants; there are 191 countries and more than 6000 languages, and likely millions of different cultures depending on how the term culture is defined. Over the past decade, cultural competency, the ongoing and interactive process based on the respect for others' beliefs and traditions, 3 has crept into the professional literature with more than 10 articles in this Journal alone. From this, we know that culture plays a role in health and health care, and therefore, in health professions education, but we do not know how culture influences the ability to define practice competency from a global perspective.Competence is very much a contemporary currency in the health care professions. It carries with it traditional meanings that can be hard to escape from, especially when we start to talk about new models of professional development and new ways in which to regulate professional performance. Competences are the functional part or the ''what'' that is attached to competence. Competencies refer to the qualities of capability or the ''how'' of competence. Looking holistically, all these concepts directly contribute to the development of effective and sustained performance within an individual. 4 To achieve a high quality global infrastructure for pharmacy, the educational system should be mapped to the required competencies of pharmacists to provide the relevant pharmaceutical services for meeting the health needs in any given country context. While no one national model may be appropriate for all systems, there are significant global health and labor and market drivers which suggest that a competency-based approach is sensible and sustainable for workforce development. 5But the same reasons that a competency framework is needed are also the ones that can seem to stand in the way of achieving it. So before a competency framework is introduced, it is necessary to ask: What are the cultural implications influencing the understanding of pharmacist competency? What are the challenges and barriers to acceptance of a global competency framework? What are pharmacists' personal attitudes towards competency?To address these questions, pharmacists representing the WHO UNESCO FIP Pharmacy Education Taskforce 3,4 led a workshop at the International Social Pharmacy Workshop (2008, New Zealand). During the session, participants discussed 3 different case scenarios created to explore the possibility of achieving an international understanding about competency in the pharmacy profession.The dominant influencing forces raised by the participants were those concerning the daily work of the pharmacist in different countries: legal, clinical and, in some cases, business-driven factors. The critical e...

BackgroundHuman resources for health are at a critical low. The World Health Organization estimates that the current shortage of health workers, including pharmacists, is in excess of 7.2 million worldwide and that, by 2035, the shortage will reach 12.9 million. Pharmacists, in particular, are lacking in the workforce in many countries. The International Pharmaceutical Federation (FIP) and academic partners have conducted periodic global pharmacy workforce surveys in 2006, 2009 and 2012 which have monitored and reported on the status of the pharmacy workforce at the country and territory levels. This current analysis is a synthesis of workforce capacity data from these date points to provide an overview of the global trends and changes to pharmacy workforce capacity over this time period.MethodsThe methodology proceeded with accessing workforce capacity data collated in 2006, 2009 and 2012 held on file at the FIP Collaborating Centre. This data had previously been validated and made available to WHO Human Resources for Health. The data focused (due to limitations from 2006 databank) on pharmacist workforce capacity. Countries and territories were identified that had data available across at least two of the three time points (2006, 2009 and 2012). Missing time-point data for some countries (data gaps) were subject, where possible, to literature and online data searching to capture possible missing data. Country-level capacity data were plotted against time to identify trends coupled with comparative analysis of the trends.ResultsThe countries and territories identified as having valid data for each of the time points 2006, 2009 and 2012 were present in all WHO regions, with Europe having the most countries with data available and South East Asia the fewest.All WHO regions have experienced an increase in the density of pharmacists (measured as number of pharmacists per 10 000 population) over the period 2006–2012. However, some countries show a reduction in the density of pharmacists. African countries show large relative increases in acceleration of capacity building but remain significantly behind in terms of absolute capacity per capita. South East Asian and Middle Eastern countries also show large proportional changes in pharmacist workforce.ConclusionThe global trend is an increase in workforce across all nations and regions, and this is a move in the right direction towards improved access to, and availability of, pharmaceutical expertise. However, there is still much to be done, with some regions and low-income countries still displaying a disproportionately low number of pharmacists on small overall capacity for delivering pharmacy services.Electronic supplementary materialThe online version of this article (10.1186/s12960-018-0267-y) contains supplementary material, which is available to authorized users.

Across the globe, a “fit for purpose” health professional workforce is needed to meet health needs and challenges while capitalizing on existing resources and strengths of communities. However, the socio-economic impact of educating and deploying a fit for purpose health workforce can be challenging to evaluate. In this paper, we provide a brief overview of six promising strategies and interventions that provide context-relevant health professional education within the health system. The strategies focused on in the paper are:1. Distributed community-engaged learning: Education occurs in or near underserved communities using a variety of educational modalities including distance learning. Communities served provide input into and actively participate in the education process.2. Curriculum aligned with health needs: The health and social needs of targeted communities guide education, research and service programmes.3. Fit for purpose workers: Education and career tracks are designed to meet the needs of the communities served. This includes cadres such as community health workers, accelerated medically trained clinicians and extended generalists.4. Gender and social empowerment: Ensuring a diverse workforce that includes women having equal opportunity in education and are supported in their delivery of health services.5. Interprofessional training: Teaching the knowledge, skills and attitudes for working in effective teams across professions.6. South-south and north-south partnerships: Sharing of best practices and resources within and between countries.In sum, the sharing of resources, the development of a diverse and interprofessional workforce, the advancement of primary care and a strong community focus all contribute to a world where transformational education improves community health and maximizes the social and economic return on investment.