Global Health Education in Doctor of Pharmacy Programs

Bailey, Lydia C.; Mager, Natalie A. DiPietro

doi:10.5688/ajpe80471

Cited by 28 publications

(26 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This was a publication describing a partnership between Purdue University School of Pharmacy and University of Nairobi in Kenya where pharmacy students from each university are paired (or twinned) together in a mutually beneficial way, allowing the twinned students to learn from each other and provide clinical pharmacy services in a sustainable way. A later publication demonstrated the clinical impact of the twinned American and Kenyan pharmacy students (Pastakia et al 54 ).…”

Section: Pastakia Et Al 57mentioning

confidence: 99%

“…50,51 Poor medication quality has detrimental effects on death and disability and results in significant economic loss. [51][52][53][54] Ensuring access, quality, and affordability to all essential medicines requires that barriers and implementation gaps at all health system levels be adequately addressed. Opportunities for pharmacists to address these challenges are numerous, and recommendations are highlighted in a thorough report provided by the Lancet Commission on Essential Medicines.…”

Section: Addressing Clinical Care and Service Deliverymentioning

confidence: 99%

“…One way HIC partners engage and address challenges is through assistance with either didactic or experiential teaching. 54,62,64 Education activities can be focused within a college of pharmacy but may also exist with other health professions, the community or pharmacy extenders like technicians. 44,45 With the differences in health-systems Incorporating innovative strategies used in HIC that transition education from didactic instruction to more active and practical learning will allow pharmacists to improve, increase and retain their skills.…”

Section: Chargualaf Et Al 120mentioning

confidence: 99%

“…contextual challenges that exist in different global settings may require pharmacists to collaborate in implementation science research to have an informed response to address these challenges.Many opportunities for pharmacists from HIC settings to engage in HSS, specifically through efforts to improve HRH through training and the transfer of skills, as well as working to improve patient care delivery through innovation and improved access to medicine. Engaging with academic institutions from different countries is another common and long-standing approach for partnerships in global health 54,55. 4.2 | Engaging with academic institutions…”

mentioning

confidence: 99%

See 3 more Smart Citations

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

View full text Add to dashboard Cite

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.

show abstract

Section: Pastakia Et Al 57mentioning

confidence: 99%

Section: Addressing Clinical Care and Service Deliverymentioning

confidence: 99%

Section: Chargualaf Et Al 120mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

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

View full text Add to dashboard Cite

show abstract

“…Student interest in global health is also growing across universities, especially within the health sciences, where the increased interconnectedness of the world has made explicit the need for health equity and social justice worldwide to tackle the most intractable health challenges. To meet this need, schools of nursing (SoN) in the United States have expanded global health research and educational opportunities (Bailey & DiPietro Mager 2016; Global Forum on Innovation in Health Professional Education; Board on Global Health; Institute of Medicine; National Academies of Sciences, Engineering, and Medicine 2016; Oscadal et al 2014). Well-developed programmes generally are moving beyond more introductory study tours, and are working to develop relevant degree programmes, pre-and postdoctoral fellowships, and research synergies between nursing and other disciplines.…”

Section: Introductionmentioning

confidence: 99%

Creating academic structures to promote nursing's role in global health policy

Gimbel

Kohler

Mitchell

et al. 2017

International Nursing Review

View full text Add to dashboard Cite

Aim We highlight key components of emerging academic structures in global health nursing and explain how this investment can expand nursing's broader engagement in global health policy development. Background Engaging nursing in global health policy development is vital to ensure the scale‐up of effective health programmes. Globally, nurses promote development of interprofessional healthcare teams who are responsible for translating sound global health policy and evidence‐based programming into practice. However, the role of nurses within policy forums and on influential decision‐making bodies within the global health space remains limited, which reinforces suboptimal global health policy implementation. Introduction Investment in globally engaged academic structures is an important way to expand participation of nursing in global health policy development. Sources of evidence A review of the current knowledge and substantive findings related to academic structures promoting global health nursing was conducted, and included a directed search of institutional websites, related grey and peer‐reviewed literature, and communication with top‐tier schools of nursing in the United States, to identify specific developments in global health nursing academic structures. Discussion/Conclusion Effective academic structures promoting global health nursing include a framework of four critical components – Research, Education, Policy and Partnership. Academic structure type and core activities vary depending on institutional priorities. Implications for nursing, health and social policy Increasingly, global health research, driven by individual nursing investigators, is expanding; however, in order to translate these advances into expanded involvement in global health policy development, academic structures within schools of nursing need to systematically expand educational opportunities, bolster research capacity and promote partnership with policymakers.

show abstract

Evaluating the impact of a 15‐year academic partnership to promote sustainable engagement, education, and scholarship in global health

Karwa

Miller

Schellhase

et al. 2020

J Am Coll Clin Pharm

View full text Add to dashboard Cite

IntroductionIn 2003, Purdue University College of Pharmacy (PUCOP) in West Lafayette, Indiana, began the Purdue Kenya Partnership (PKP) in collaboration with the Academic Model Providing Access to Healthcare, Moi University, and Moi Teaching and Referral Hospital, in Eldoret, Kenya. PUCOP's involvement utilized a tripartite approach of engagement, education, and scholarship to provide and expand sustainable access to high quality care.ObjectiveThis paper discusses outcomes and impacts of this academic partnership.MethodsPurdue Kenya Partnership's progress in achieving its stated mission was evaluated using an outcome‐approach logic model. This model highlighted inputs, activities, and results which encompassed outputs, outcomes, and impact. A comprehensive set of ratios were calculated to quantify annual change in PKP investments against estimated metrics for engagement, education, and scholarship. These metrics were weighted by involvement level and pharmacist effort in various clinical domains. Descriptive statistics were completed that identified cumulative and totals per year for each collected data type of data collected.ResultsPurdue Kenya Partnership implementation utilized initial inputs of human resources, financial capital, and strategic partnerships. These inputs supported pharmacy involvement in 16 distinct care programs in both inpatient and outpatient settings which supported the care of 457 833 individual patients and grown a clinical pharmacy staff from 0 to 22 practicing clinical pharmacists. Five unique educational programs have been established which have graduated 457 trainees. Purdue Kenya Partnership has generated over $6.2 million in grant funding and disseminated 302 peer reviewed manuscripts, posters, and oral presentations combined. Ratios describing trends in engagement, education, and scholarship as a result of using the locally focused PKP approach highlight higher initial costs compared with much lower costs per outcome several years into the partnership.ConclusionThe PKP's global health approach of prioritizing the population's care needs (“leading with care”) has enabled the development of sustainable engagement, education, and scholarship infrastructure with significant gains in all three domains.

show abstract

Global Health Education in Doctor of Pharmacy Programs

Cited by 28 publications

References 8 publications

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

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

Creating academic structures to promote nursing's role in global health policy

Evaluating the impact of a 15‐year academic partnership to promote sustainable engagement, education, and scholarship in global health

Contact Info

Product

Resources

About