A transition from the BPharm to the PharmD degree in five selected countries

Abstract

This review focuses on the studies and opinions around issues of transition from the BPharm to the PharmD degree in the U.S., Japan, South Korea, Pakistan and Thailand.The transition to the clinically orientated PharmD degree in many countries was seen to be a means of developing the profession. However, some countries have both clinically-oriented and pharmaceutical sciences-oriented PharmD programme that are designed to meet the needs of their countries. Each country created a different process to handle the transition to an all-PharmD programme, but mostly had the process of school accreditation mandated by the regulatory bodies. The main barrier to the transition in most of the countries was the issue of educational quality. A set of indicators is needed to measure and monitor the impact/outcome of the PharmD degree.Each country has different needs due to the different contexts of health care systems and the scope of pharmacy practice. In order to increase their chances of benefiting from the new programme, academic leaders should critically assess their countries’ needs before deciding to adopt a PharmD programme.

Education of pharmacists in Ghana: evolving curriculum, context and practice in the journey from dispensing certificate to doctor of pharmacy certificate

“…According to Supapann et al, 2019, societal needs for specialised skills and expectations served as enablers for educational reforms in Pakistan, South Korea and Thailand. The shift to PharmD training was based on their context and the need to meet demands for pharmacists in clinical settings and in the pharmaceutical industry with enhanced skills [4]. In Saudi Arabia, government actively promoted establishment of training institutions to increase the number of national pharmacists [5].…”

“…The drivers of change for education of pharmacists are varied and context specific. These may include changing societal needs and expectations, regulatory standards for education, and national, regional and international policies [4,5]. The deliberate efforts and decisions taken by educators, regulators and government to constantly revise training curricula and institutional arrangements to reflect governing standards for training and practices, health systems needs and expectations as well as national and international policies is therefore critical for learning and better understanding of the drivers of these reforms.…”

Education of Pharmacists in Ghana: evolving curriculum, context and practice in the journey from Dispensing Certificate to Doctor of Pharmacy Certificate.

“…According to Supapann et al, 2019, societal needs for specialised skills and expectations served as enablers for educational reforms in Pakistan, South Korea and Thailand. The shift to PharmD training was based on their context and the need to meet demands for pharmacists in clinical settings and in the pharmaceutical industry with enhanced skills (Supapaan et al, 2019). In Saudi Arabia, government actively promoted establishment of training institutions to increase the number of national pharmacists (Alhamoudi & Alnattah, 2018).…”

“…The drivers of change for education of pharmacists are varied and context speci c. These may include changing societal needs and expectations, regulatory standards for education, and national, regional and international policies (Alhamoudi & Alnattah, 2018;Supapaan, Low, Wongpoowarak, Moolasarn, & Anderson, 2019). The deliberate efforts and decisions taken by educators, regulators and government to constantly revise training curricula and institutional arrangements to re ect governing standards for training and practices, health systems needs and expectations as well as national and international policies is therefore critical for learning and better understanding of the drivers of these reforms.…”

Education of Pharmacists in Ghana: evolving curriculum, context and practice in the journey from Dispensing Certificate to Doctor of Pharmacy Certificate.

“…The drivers of change for education of pharmacists are varied and context speci c. These may include changing societal needs and expectations, regulatory standards for education, and national, regional and international policies [4,5]. The deliberate efforts and decisions taken by educators, regulators and government to constantly revise training curricula and institutional arrangements to re ect governing standards for training and practices, health systems needs and expectations as well as national and international policies is therefore critical for learning and better understanding of the drivers of these reforms.…”