Title: Pharmaceutical%20Education%20without%20Boarders:%20Towards%20a%20Global%20Pharmacist
1Pharmaceutical Education without Boarders
Towards a Global Pharmacist
- Carl E. Trinca
- V Pan American Conference on Pharmaceutical
Education
2and in Conclusion
3I am proud of Pharmaceutical Education
- for its vision, tenacity, talent, dedication, and
passion - although, at times, it would pay to be more agile
(faster than a speeding bullet) and opportunistic.
4I am Optimistic!
5I am sorry, Magaly.
6From Alma Ata to Miami to ? A 14 Year Journey
(ca 1988-2002)
- Climate globalization, harmonization and
economic integration
7 From Alma Ata to Miami to ?
- Alma Ata -- Health for All 2000
- Miami 1990 -- Pharmaceutical Care
- Ixtapa 1993 -- NAFTA
- Buenos Aires 1996 -- 7 Star Pharmacist
- Santiago 1999 -- FIP GPEP
- Miami 2002 -- FTAA
8Global Dilemmas for Pharmaceutical Education
There are Two Sides to Every Story
9Global Dilemmas for Pharmaceutical Education
First or Best?
- Pan American Conference on Pharmaceutical
Education/Declaration (1990) - AACP Commission on Pharmaceutical Education
(1992) - WHOs Vancouver Consultancy (1997)
- FIP World Congress on Pharmaceutical Education
(1998)
10Global Dilemmas for Pharmaceutical Education
Talk or Act?
- Pan American Conferences on Pharmaceutical
Education (1990-2002) - Implementation of Past Conferences Paraguay
(curricular reform) Dominican Republic
(institutional reform) Peru (evaluation) Chile
(accreditation)
11Global Dilemmas for Pharmaceutical Education
Talk or Act?
- There is a time to talk and a time to act (and
keep talking while you are acting!). - Declaration on Accreditation (2002)?
- Next Steps Toward a more Effective Organization
of Pharmacy Educators in the Americas (2002)?
12Global Dilemmas for Pharmaceutical Education
Respond or Anticipate?
- Educational outcomes should reflect the needs of
society - and the contemporary and developing practice of
pharmacy in the nation and region concerned. - from Good Pharmaceutical Education Practice, FIP
13Global Dilemmas for Pharmaceutical Education
Anecdotal or Evidence-Based?
- This is what is happening in my country this
is what our faculty do and this is what our
curriculum looks like and we review it every five
years
14Global Dilemmas for Pharmaceutical Education
Anecdotal or Evidence-Based?
- Here are the data supporting the changes in our
curriculum and our plans to determine if these
changes will make a difference in the way our
graduates practice and the way their patients
receive their care.
15Global Dilemmas for Pharmaceutical Education
Science or Practice (turf)?
- How much science should be in the curriculum?
How much professional experience should be in
the curriculum? How many faculty are required
for each? What types of practice experience
should be included? How are they evaluated?
16 Global Dilemmas for Pharmaceutical Education
Science or Practice?
- graduates should have a sound and balanced
grounding in the natural, pharmaceutical, and
healthcare sciences that provide the essential
foundationthe program must maintain the
university character of the education while
balancing scientific knowledge with practical
training. - From Good Pharmaceutical Education Practice, FIP
17Global Dilemmas for Pharmaceutical Education
Education or Training?
- Where were you trained? Pharmacists training
consists of 5 years. - Our students are active learners who can solve
problems and think critically education and
they become proficient in developing their
skills training by applying their knowledge,
attitudes and behaviors in a clinical setting.
18Global Dilemmas for Pharmaceutical Education
Inputs or Outputs?
- My curriculum has 200 credits, taught over 8
semesters, with 26 weeks of professional practice
experience.
19Global Dilemmas for Pharmaceutical Education
Inputs or Outputs?
- My curriculum leads to a Pharm.D. degree 95 of
our students are from the top 10 of their
prepharmacy class 100 pass the licensing exam
on the first attempt 50 go to residency
programs 10 to graduate school and the
remaining students average three job offers each
practicing pharmaceutical care.
20Global Dilemmas for Pharmaceutical Education
Reactive or Proactive?
- Oh, my gosh! NAFTA, GATT, FTAA, EU and WTO are
all out to ruin pharmacy. I think Ill become a
financial consultant! - That Dra. Giral she is so tenacious with the
Pan American Conference on Pharmaceutical
Education. She just wont go away!
21Global Dilemmas for Pharmaceutical Education
Restrict or Enable?
- All schools will graduate students with specific,
inclusive professional competencies leading to
the Pharm.D. degree. - from the ACPE, 2000
22Global Dilemmas for Pharmaceutical Education
Restrict or Enable?
- Schools conduct self-studies, undergo external
on-site evaluation, submit to third-party
comments, and must demonstrate that their
curricula and institutional resources deliver the
required competencies. This process is
encouraged in a climate of innovation and
experimentation. - from ACPE, 2000
23Global Dilemmas for Pharmaceutical Education
Compete or Collaborate?
- In market-driven economies, demand determines
supply. - When supply is reduced to a commodity, all thats
left are quality and satisfaction. Set high
standards for partnerships and collaborate with
those that can strengthen your position.
24Global Dilemmas for Pharmaceutical Education
Insulate or Integrate?
- Most of our efforts in the international arena to
date (and too much of our work at the local
level) tends to be insular (we talk to ourselves).
25Global Dilemmas for Pharmaceutical Education
Insulate or Integrate?
- Pharmacy is but a small part of a much larger
health care system (including the team) with the
patient at the center of our joint efforts (the
patient is a member of the team). Likewise,
pharmacy educators are part of a health science
education system and a university faculty--get
out there and include others in our deliberations!
26The International Gold Standard for Quality
Assurance and Continuing Quality Improvement in
Professional Education Worldwide is
27The International Gold Standard for Quality
Assurance and Continuing Quality Improvement in
Professional Education Worldwide is
- ACCREDITATION
- ENSURE
- INSURE
- ASSURE
- ENDURE
28Accreditation
- Ensure--when developed, applied and improved in a
systematic and unbiased manner over time,
accreditation is the closest thing we have to a
guarantee of quality educational programs.
29Accreditation
- Insure--accreditation can also serve to protect
against loss (of resources, recognition, ability
to participate in various commercial and
non-commercial enterprises).
30Accreditation
- Assure--accreditation serves to assure students,
their parents, employers, the government,
society, and ourselves that our education meets
certain standards for entry into practice.
31Accreditation
- Endure--commitment to a process of
self-evaluation and continuous quality
improvement historically has increased the
ability of many types of organizations to prosper
over time.
32Accreditation of Pharmacy Programs in the
Americas What is Needed/Wanted? What is
Feasible? How do we Start?
- 2002 Declaration
- Establish Pan American/International Committee
- Collect and Evaluate Existing Resources
- Communicate Regularly/Conduct Meetings between
Conferences
33IT IS TIME FOR TOUGH LOVE!
- And I apologize in advance...
34Why Do Organizations of Professionals Exist?
- Networking (individuals and other organizations)
- Regular Communication
- Advocacy
- Planning and Implementation
- Programming
- Provide Continuity
- Source of Authority
- Other(s)?
35What is Needed/Wanted? What is Feasible? How do
we Start?
36What do we Have?
- Declaration of Principles (vision)
- Mission Statement
- Strategic Opportunities
- External Motivation (governments)
- Curricular Framework
- outcomes
- content areas/disciplines
- Acknowledgment of Quality Assurance Measures
37What do we Have? (continued)
- Potentially Willing Partners/Stakeholders
- Organizational Structure
- Commission
- Local Leadership for Specific Projects
- What Else?
38What Dont We Have? Why Have our Efforts to date
Experienced Limited Success?
- No Continuity
- No Agenda
- No Working Plan
- Limited Resources
- The perception little will be lost if nothing
happens - Political Grandstanding
39A Bias for Action
- Silos or a New Paradigm?
- The Latin Model or the Anglo-Saxon Model?
- An Elite Club or a Helping Hand?
40A Bias for Action
- Pharmaceutical Forum of the Americas--an
existing, regional partnership between FIP and
WHO modeled after EuroPharmForum and similar to
fora being developed world-wide.
41A Bias for Action
- Pharmaceutical Forum of the Americas/Foro
Farmaceutico de las Americas - Other Partners WHERE MUTUALLY BENEFICIAL
OPPORTUNITIES can be identified (i.e., COHIFFA,
AACP, AFPC, FIP Academic Section, others)
42A Bias for Action
- Reassemble and Distribute What We Have
- SOMEBODY Publish a Glossary and Directory
- Develop an Organizational Commitment (a la
Malave) - Define and Mobilize Institutional Partners
- Clarify Roles and Responsibilities
43A Bias for Action
- Choose Things That Are Essential and That We Can
Do Well - Accreditation (separate content from
process/infrastructure?) - Advocacy (with those with the gold)
- Faculty Development
44A Bias for Action
- Identify Sources of Funding/Support
- Seek efficiencies (e.g., technology for
communications) and dont reinvent the wheel
(rather, make a better wheel to provide a
smoother ride)(e.g., 2002 FIP Statement on
Continuing Professional Development).
45From Alma Ata to Miami to ? YOU ARE THE
LEADERSHIP--ITS ENTIRELY UP TO YOU!
- Only you can decide about accreditation.
- Only you can commit to an enhanced Pan American
organization.
46From Alma Ata to Miami to ? YOU ARE THE
LEADERSHIP--ITS ENTIRELY UP TO YOU!
- Managers do things right.
- Leaders do the right thing.
- I remain optimistic that you will do the right
thing!
47Thank You.
48Accreditation
- Insure--accreditation can also serve to protect
against loss (of resources, recognition, ability
to participate in various commercial and
non-commercial enterprises).
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