Key considerations for educational leadership going forward include an increased recognition of the value of and need for interprofessional leadership training. Just as pharmacists must learn to lead across cultures, we must also learn to affect change across and within multiple health professions. In this respect, the countries where the education of pharmacists and pharmacy staff is only now emerging (e.g., Namibia) have a real opportunity to develop models that may be adaptable for others.
4.7 Publishing pharmacy education research and development
The pharmacy academic and education sector is growing to meet the human resource demands in settings where pharmacy education is developed, but also notably in regions such as sub-Saharan Africa where there is the greatest shortage of pharmacy personnel . Pharmacy education is perhaps the only way to provide a sustainable approach to workforce solutions in ensuring quality medicines supply and pharmaceutical care. Research suggests that even in developed settings, educators will be in increased demand in the coming decade .
An essential part of this is demand is to ensure that these activities are well reported in the literature including journals such as Pharmacy Education.
Pharmacy Education is an online open-access international journal hosted, published by FIP and endorsed by the WHO, and focus on issues in pharmacy education. With a new editorial team who started at the end of 2011, including representation from the African region, a review was conducted sof the content of the journal, soon to be published in Pharmacy Education. This review confirmed that Pharmacy Education historically represents research and reports primarily from Europe (Figure 4.7). The journal is now engaging to a greater extent with the international audience by encouraging research manuscript submissions and inviting peer reviewers specifically from other regions.
An editorial decision was also made in 2012 to focus particularly on the main areas of publishing including original research, programme and assessment descriptions, and short reports (Figure 4.8). Pharmacy Education will no longer publish opinion pieces, essays, book reviews, or keynote lectures, but will continue to support conferences and symposia through the publication of abstracts. There will be continued efforts to ensure the quality of published works and support especially for new authors and researchers and those from the practice settings where formal education increasingly takes place.
Figure 4.7. First author reporting in Pharmacy Education since inception
of the journal by WHO region (2000-2011)
Figure 4.8. Volume of published articles by article type (2000- 2011)
4.8 Summary and future steps
FIPEd is a global forum where educators, practitioners, policy makers and educational planners come together to share experiences, build consensus and drive global advocacy and policy for the transformation and development of pharmacy education.
PET aims to advocate, facilitate and design support tools for pharmacy education that are needs-based in their approach . This will include post-registration in addition to preservice education.
Education strategies need to be flexible for the pre-existing and future needs of the community in order to optimise effectiveness. This further supports the importance of the adoption of a vision and action plan for global pharmacy education that is founded in local, regional, national and international needs for health care.
Future PET activities include the finalisation in 2013 of the FIP-WHO Global Survey of Pharmacy Schools, launch of the first resources made available through the UNITWIN Network in Global Pharmacy Education Development (GPhED) , the publication of an updated version of the FIP Quality Assurance Framework for Pharmacy Education, further validation and development of the GbCF, finalisation of the pharmacy support workforce competency survey and the compilation of leadership development resources.
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SE AsiaAfricaWestern PaciﬁcAmericasEurope
Essay and opinion
Program m e description