An Elective Pharmaceutical Care Course to Prepare Students for an Advanced Pharmacy Practice Experience in Kenya

Schellhase, Ellen; Miller, Monica L.; Ogallo, William; Pastakia, Sonak D.

doi:10.5688/ajpe77360

Cited by 30 publications

(26 citation statements)

References 6 publications

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“…They also provided a contribution to the training program and teaching activities offered by the PKP through the new teaching activities they created. 18 Their efforts also affected the community in which they practiced through involvement in the creation of the Tumaini Innovation Center. With these accomplishments, each residency class demonstrated the PKP values of putting patients first, investing in future leaders, using bilateral collaboration, having a sustainable impact, and sharing best practices.…”

Section: Discussionmentioning

confidence: 99%

Meeting the Needs of Underserved Patients in Western Kenya by Creating the Next Generation of Global Health Pharmacists

Miller

Karwa

Schellhase

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To describe a novel training model used to create a sustainable public health-focused pharmacy residency based in Kenya and to describe the outcomes of this training program on underserved populations. Design. The postgraduate year 2 residency was designed to expose trainees to the unique public health facets of inpatient, outpatient, and community-based care delivery in low and middle-income countries. Public health areas of focus included supply chain management, reproductive health, pediatrics, HIV, chronic disease management, and teaching. Assessment. The outcomes of the residency were assessed based on the number of new clinical programs developed by residents, articles and abstracts written by residents, and resident participation in grant writing. To date, six residents from the United States and eight Kenyan residents have completed the residency. Eleven sustainable patient care services have been implemented as a result of the residency program. Conclusion. This pharmacy residency training model developed accomplished pharmacists in public health pharmacy, with each residency class expanding funding and clinical programming, contributing to curriculum development, and creating jobs.

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Section: Discussionmentioning

confidence: 99%

Meeting the Needs of Underserved Patients in Western Kenya by Creating the Next Generation of Global Health Pharmacists

Miller

Karwa

Schellhase

et al. 2016

American Journal of Pharmaceutical Education

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“…Second, given the practice and cultural differences, HIC learners will experience, pre-departure training is essential to ensure students are active participants within the learning environment. 1,69,70 In an article by…”

Section: Chargualaf Et Al 120mentioning

confidence: 99%

American College of Clinical Pharmacy Global Health Practice and Research Network's opinion paper: Pillars for global health engagement and key engagement strategies for pharmacists

Crowe

Karwa

Schellhase

et al. 2020

J Am Coll Clin Pharm

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The scope of pharmacy practice in global health has expanded over the past decade creating additional education and training opportunities for students, residents and pharmacists. There has also been a shift from short‐term educational and clinical experiences to more sustainable bidirectional partnerships between high‐income countries (HICs) and low‐ to middle‐income countries (LMICs). As more institutional and individual partnerships between HICs and LMICs begin to form, it is clear that there is a lack of guidance for pharmacists on how to build meaningful, sustainable, and mutually beneficial programs. The aim of this paper is to provide guidance for pharmacists in HICs to make informed decisions on global health partnerships and identify opportunities for engagement in LMICs that yield mutually beneficial collaborations. This paper uses the foundations of global health principles to identify five pillars of global health engagement when developing partnerships: (a) sustainability, (b) shared leadership, (c) mutually beneficial partnerships, (d) local needs‐based care and (e) host‐driven experiential and didactic education. Finally, this paper highlights ways pharmacists can use the pillars as a framework to engage and support health care systems, collaborate with academic institutions, conduct research, and interface with governments to improve health policy.

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“…In addition, the program encouraged the exchange of ideas, while promoting sustainability and independence at the same time. Moreover, the organized structure of the programs provided a platform for both training and research (Schellhase et al, 2013;http:healthexchangenews.com).…”

Section: Clinical Pharmacymentioning

confidence: 99%

Development of Pharmacy Education in Kenya Universities to date

Ogaji¹,

Kahiga²,

Gachuno³

et al. 2016

Afr. J. Pharm. Pharmacol.

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The purpose of this paper was to examine the development of pharmacy education in Kenya since independence. Websites of the Pharmacy and Poison Board of Kenya and the Commission for University Education as well as those of the universities offering pharmacy education were used to obtain information such as the framework for establishment of programmes in higher institutions, curriculum, regulation of pharmacy practice among others. From a single institution in the 1970s, six universities that are evenly divided between government and private ownerships now offer Bachelor of Pharmacy programs in Kenya. Irrespective of the ownership the requirement for the establishment of programs in Kenya universities is centrally formulated and established. Pharmacy education is regulated by both the Commission for University Education and Pharmacy and Poisons Board. Adequate and well trained, motivated and productive workforce is required for effective teaching and learning and thus the key elements for local and international competence of the graduates. The proliferation of pharmacy education institutions requires a greater and continuous collaboration amongst the regulators and the stakeholders to ensure that pharmacy graduates from these newly established schools are adequately trained and equipped to meet the ever changing healthcare needs of the populace.

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An Elective Pharmaceutical Care Course to Prepare Students for an Advanced Pharmacy Practice Experience in Kenya

Cited by 30 publications

References 6 publications

Meeting the Needs of Underserved Patients in Western Kenya by Creating the Next Generation of Global Health Pharmacists

Meeting the Needs of Underserved Patients in Western Kenya by Creating the Next Generation of Global Health Pharmacists

American College of Clinical Pharmacy Global Health Practice and Research Network's opinion paper: Pillars for global health engagement and key engagement strategies for pharmacists

Development of Pharmacy Education in Kenya Universities to date

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