Need for Expansion of Pharmacy Education Globally for the Growing Field of Nanomedicine

Abstract

The emerging landscape of nanomedicine includes a wide variety of active pharmaceutical ingredients and drug formulations. Their design provides nanomedicines with unique features leading to improved pharmacokinetics and pharmacodynamics. They are manufactured using conventional or biotechnological manufacturing processes. Their physical characteristics are vastly different from traditional small-molecule drugs. Pharmacists are important members of the multi-disciplinary team of scientists involved in their development and clinical application. Consequently, their training should lead to an understanding of the complexities associated with the production and evaluation of nanomedicines. Therefore, student pharmacists, post-doctoral researchers, and trainees should be given more exposure to this rapidly evolving class of therapeutics. This commentary will provide an overview of nanomedicine education within the selection of pharmacy programs globally, discuss the current regulatory challenges, and describe different approaches to incorporate nanomedicine science in pharmacy programs around the world.

The Role of Education in Nanomedicine as a Current Need for Academic Programs Related to the Healthcare Field: A Scoping Review

“…(II) to present a selected topic and share own knowledge on nanomedicine through small group discussions and (III) to be able to summarize key information and data from the literature in a concise, relevant, and conducive manner. 23 …”

“…(II) to present a selected topic and share own knowledge on nanomedicine through small group discussions and (III) to be able to summarize key information and data from the literature in a concise, relevant, and conducive manner. 23 Approach 3: articles that proposed the ideal way, as well as action strategies for the incorporation of said teaching.…”

Towards a New Paradigm for Digital Health Training and Education in Australia: Exploring the Implication of the Fifth Industrial Revolution

“…These issues are being actively discussed within major healthcare professional sectors (see references in Table 1). nanomedicine is one of the emerging issues in biomedical engineering and pharmacy [72,73] Figure 2 further visually illustrates the relationship between, and dynamics within, the technological transformations of each industrial revolution epoch from the first, denoted as 1IR, to the latest (5IR) (now underway) [33] and their impact on healthcare education and training. It serves as a roadmap, highlighting each epoch's technological advancements and the evolving knowledge and skills, abilities, and changes in healthcare education and training for each [74].…”

“…These technologies have varied levels of adoption and integration into digital health education and practice in countries such as the United States, United Kingdom, Canada, Australia, and New Zealand [30][31][32]. It is generally true that healthcare professionals can exchange and work between the United States, Canada, Australia, the United Kingdom, and some European countries, which are subjected to certain conditions and requirements to address health workforce mobility and shortages [72,73]. Moving forward, we need a Digital health and education, underpinned by relevant enabling technologies (Table 1), presents a transformative opportunity for healthcare disciplines, such as nursing, medicine, and pharmacy.…”

Perception of RNA Nanotechnology among students and recommendations towards improved educational outreach

“…On average, it takes about 25 to 30 years for a newly discovered drug to reach commercial use; the more complex a new technology, the longer this process takes (5). The importance of improving graduate students’ education in various disciplines involved in nanomedicine has recently been raised by Barton et al (6).…”