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PART 4 EDUCATION TRENDS, INNOVATIONS AND TRANSFORMATIONS CASE STUDIES................................................................................. .................................................................................
Leading author:
Claire Anderson, Professor of Social Pharmacy, School of Pharmacy, University of Nottingham, UK, claire.anderson@nottingham.ac.uk
Co-authors:
Chile - Patricia Acuna-Johnson, Faculty of Pharmacy, University of Valparaiso, Chile, patricia.acuna@uv.cl; Great Britain - Chris John, Royal Pharmaceutical Society and London Pharmacy Education & Training, UK, christopher.John@rpharms.com; Ian Bates, FIP Education Development Team and UCL School of Pharmacy, UK, i.bates@ucl.ac.uk; Japan - Shigeo Yamamura, Josai International University, s_yama@jiu.ac.jp; Rieko Takehira, Josai International University, ricotake@jiu.ac.jp; Naoko Arakawa, FIP Collaborating Centre, London, UK, naoko.arakawa.11@ucl.ac.uk; Jordan - Lina R. Bader, School of Pharmacy, University of Nottingham, UK, paxlb1@nottingham.ac.uk; Mayyada Wazaify, Faculty of Pharmacy, University of Jordan, Jordan, m.wazaify@ju.edu.jo; Malaysia - Mohamed Azmi Ahmad Hassali, School of Pharmaceutical Sciences, Universiti Sains Malaysia, Malaysia, azmihassali@usm.my; Munavvar Zubaid Sattar, School of Pharmaceutical Sciences, Universiti Sains Malaysia, Malaysia, munavvar@usm.my; Shubashini Gnanasan, Faculty of Pharmacy, Universiti Teknologi Mara, Malaysia, shubashini.gnanasan@gmail.com; Yogheswaran Gopalan, Faculty of Pharmacy, Universiti Teknologi Mara, Malaysia, yoghes@yahoo.com; Namibia - Timothy Rennie, trennie@unam.na; Dan Kibuule, dkibuule@unam.na; Vetja Haakuria, vhaakuria@unam.na; Matthias Adorka, madorka@unam.na; Seth Nowaseb, snowaseb@unam.na; Anthony Ishola, aishola@unam.na; Secilia Ilonga, silonga@unam.na; School of Pharmacy, University of Namibia, Namibia; Philippines - Marilyn Young-Tiu, Board of Pharmacy Philippine Professional Regulation Commission, malyntiu@yahoo.com; Yolanda Deliman, School of Health Care Professions, University of San Carlos, yolandadeliman@yahoo.com; Nelly Nonette Miranda-Ouano, Department of Pharmacy University of San Carlos, ettenon@hotmail.com; Jace Nocete, Department of Pharmacy University of San Carlos, usccop@gmail.com; Portugal - Ema Paulino, Ordem dos Farmacêuticos, ema.paulino@ordemfarmaceuticos.pt; Luís Baião, Ordem dos Farmacêuticos, luis.baiao@ordemfarmaceuticos.pt; Saudi Arabia - Tahir Mehmood Khan, College of Pharmacy King Faisal University, Saudi Arabia, tahirmk@kfu.edu.sa; Ali aldayyen, College of Pharmacy King Faisal University, Saudi Arabia, aaldayyen@kfu.edu.sa; Dalia Almaghaslah, FIP Collaboration Centre UCL School of Pharmacy, UK, dalia.almaghaslah.11@ucl.ac.uk;
Switzerland - Dominique Jordan, pharmaSuisse, dominique.jordan@pharmasuisse.org; Astrid Czock, pharmaSuisse, Department of Science, Education and Quality, astrid.czock@pharmasuisse.org; Thailand - Payom Wongpoowarak, The Faculty of Pharmaceutical Sciences, Prince of Songkla University, payom.w@psu.ac.th; Teeraporn Chanakit, Faculty of Pharmaceutical Sciences, Ubon Ratchathani University, paxtc2@nottingham.ac.uk; [on behalf of] UAE, Abu Dhabi - Jennifer Marriott, Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Australia, jennifer.marriott@monash.edu; United States of America - Lucinda L. Maine, American Association of Colleges of Pharmacy, lmaine@aacp.org; Zimbabwe - Charles Chiedza Maponga, University of Zimbabwe, School of Pharmacy, cmaponga@medsch.uz.ac.zw.
4.1 Introduction
Opinion leaders and governments in developed countries are calling for pharmacy education to take the lead in medicines optimisation and public health, to build accountability for medication therapy outcomes, and to develop curricula to prepare pharmacy students for specialised areas such as personalised medicine, independent prescribing, and team- based patient care [1-7]. In the meantime, developing countries seek patient-centred curricula and public health pharmacy to meet their changing health environments, and to achieve universal access to essential medicines [8]. In addition, there may be specific needs, especially in settings where tertiary pharmacy education has not been in place previously [9]. It is critical that pharmacy degree courses accurately reflect the wide range of career directions that future pharmacists will take to better meet health system needs. Many countries are moving from curricula that focus on knowledge and skills to curricula that will develop pharmacists who will, think, act, and do things in a way that shows they are truly patient-centred pharmacists. [10, 11]. There is an increasing focus on values and behaviours in the UK following the findings of the Francis Inquiry into serious failings of care at the Mid Staffordshire hospital where many patients died unnecessarily. The failure of the healthcare system in this example has led to many national recommendations including enhancing education, training and support [12]. There is also a desire to prepare flexible graduates for a varied and unknown future, but pharmacy educators may not be moving quickly enough toward these goals [13, 14].
The transition to integrated patient-orientated pharmacy services in the developed world has been a factor of health- system planning and investment in academic and practice orientation and quality assurance over many years. Developed countries have led competency-based pharmacy curricula, which have been a product of these tertiary healthcare environments. In contrast, within developing countries the population s access to health services is reduced and health care provision is the primary aim of the health-care system.