Globalization of Pharmacy Education: What is Needed?

The common statement ". . .Pharmacy students should only be taught by pharmacists. . ." is a norm among many pharmacy educators in countries such as Malaysia. It is not, per se, a confronting statement but could indicate alarming attitudes not favorable to the current pharmacy education framework.Pharmacy education in the third millennium is transformed to contain and reflect on the innovations of the modernization era in which, globalization in health education, public health, development of the new facets of professionalization and professionalism, interprofessional and interdisciplinary teaching and learning activities are among the most talked about topics. [1][2][3][4][5][6] Interestingly, these innovative ideas are the result of extremely cautious, vigilant, accurate, and continuous observations and contemplations which have undergone thorough examinations and experimentations before being presented as novice ideas and/or theories. For example, the notion of interdisciplinary learning dates back to late 1970s 7 and today, there is concrete evidence of its effectiveness and usefulness in delivery of better health care. 6,8 Hence, to contest such ideas and/or theories, one needs to be able to provide reliable evidence(s), as agreements or disagreements should be borne with a full sense of responsibility and accountability.In developing countries, the challenges for pharmacy education (eg, public health education) is well acknowledged and even corrective measurements to rectify such shortcomings are suggested. 2 These challenges are multileveled and multifaceted; where, not only the lack of awareness and perceived importance of such topics among pharmacy academics, but also the lack of trained pharmacy educators to teach such topics 2 necessitates the recruitment of educators other than pharmacists to work in pharmacy education. This has often resulted in subconsciously ambivalent attitudes towards those nonpharmacist educators who teach in pharmacy programs.There is a voluminous body of literature on interprofessional and interdisciplinary learning as well as evidences of their efficacy from an educational and practical point of view, 6,9-11 however, there is a dearth of evidence about the experiences and the level of satisfaction in regards with the peer relationships between the educators involved in interprofessional and interdisciplinary activities. It, without a doubt, is worthwhile to investigate the experiences of the educators involved in interdisciplinary and interprofessional teaching and learning activities in relation with their peers from other disciplines to be able to discuss interprofessional learning in a more robust scientific approach.Alsharif lucidly presents 5 key strategies to achieve a global pharmacy education where he enlists "sharing," "respect" and "student empowerment" as the 3 strategies. 1 We cannot agree more with his well-structured notion in the context of interprofessional learning, where the educators whose prime responsibility is to empower their students with knowledge an...

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confidence: 99%

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confidence: 99%

Malaysian Pharmacy Educators’ View of the Role of Non-Pharmacy Trained Educators in Teaching Pharmacy Students

Ahmadi

Anwar²,

Hassali³

2012

“…13 Students who have participated in global health experiences report positive benefits including increased cultural awareness, enhanced community, social, and public health awareness, and more appreciation for global issues and challenges. [14][15][16][17] In addition, these experiences can help build confidence and critical-thinking and problem-solving skills.…”

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confidence: 99%

Global Experiential and Didactic Education Opportunities at US Colleges and Schools of Pharmacy

Steeb

Overman

Sleath

et al. 2016

Objective. To assess the characteristics of global experiential and didactic education offerings in the pharmacy curricula. Methods. A 2-stage web-based review of US colleges and schools of pharmacy identified country locations of international advanced pharmacy practice experiences (APPE), globally focused didactic courses, and whether these offerings were interprofessional. Schools were contacted to confirm their offerings and were asked about student participation and demand. Results. Sixty-four percent of responding schools confirmed an international APPE offering in 67 different countries with an average graduating class participation of 6.1%. Forty-seven percent of responding schools confirmed a globally focused course offering with an average graduating class participation of 13.1%. Almost two thirds of international APPEs and a majority of courses were designated as interprofessional. Student demand did not outweigh supply for either. Conclusion. Colleges and schools of pharmacy in the United States are continuing to develop global education opportunities for students in the classroom and throughout the world.

“…In a discussion of what was needed to successfully expand pharmacy education globally, Alsharif discussed several strategies, including encouraging schools to make the global health area an integral part of planning and curriculum design. 7 He particularly noted that schools should "empower, inspire, and motivate faculty members and students to contribute to solving the issues facing the global village." 7 For interested students, some colleges and schools of pharmacy offer academic credit for advanced pharmacy practice experiences (APPEs) outside of the United States, allowing student pharmacists to participate in global health initiatives.…”

Section: Introductionmentioning

confidence: 99%

International Practice Experiences in Pharmacy Education

Cisneros

Jawaid

Kendall

et al. 2013

Objectives. To identify reasons for inclusion of international practice experiences in pharmacy curricula and to understand the related structure, benefits, and challenges related to the programs. Methods. A convenience sample of 20 colleges and schools of pharmacy in the United States with international pharmacy education programs was used. Telephone interviews were conducted by 2 study investigators. Results. University values and strategic planning were among key driving forces in the development of programs. Global awareness and cultural competency requirements added impetus to program development. Participants' advice for creating an international practice experience program included an emphasis on the value of working with university health professions programs and established travel programs. Conclusion. Despite challenges, colleges and schools of pharmacy value the importance of international pharmacy education for pharmacy students as it increases global awareness of health needs and cultural competencies.