RECENT TRENDS IN PHARMACY EDUCATION Dr. Mohammad Ismail

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RECENT TRENDS IN PHARMACY EDUCATION

• Dr. Mohammad Ismail Hamed
• Distinguished Professor of Clinical Pharmacy
• University Academic Advisor
• Misr University for Science Technology,
• Sixth of October City, EGYPT

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INTRODUCTIONI. Quotations

• Pharmacists are involved in the management of
  pharmacotherapy in clinical scenes more
  extensively than they did ever. Changes in
  medical environments such as collapse of doctors'
  paternalism, the rising role of patients'
  autonomy in the decision making on their own
  medical therapy, and the increased accountability
  of medical care givers to patients have obliged
  pharmacists to participate in pharmacotherapy as
  patient's advocates.
• To meet these social needs the education of
  students in pharmaceutical colleges should be
  reconstructed extensively from a traditional
  research-oriented system to a patient-centered
  system. In particular the education of applied
  pharmacotherapy is to be strengthened and
  enforced. A drastic reform of pharmacist
  education should be brought in effect.

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INTRODUCTION, Contin.I. Quotations.

• Pharmacists have extended their influence on
  medication safety from accurate dispensing to
  prescribing, patient monitoring, and patient
  education. This broader professional focus
  benefits us all.
• The involvement of a pharmacists on rounds in
  intensive care and general medicine units reduces
  preventable adverse drug events. Also,
  pharmacist-managed anticoagulation therapy is
  safer than traditional care.
• Clinical pharmacists have certainly become
  integral members of the health care team and have
  expanded their influence to include safe,
  appropriate, and cost-effective medication use.
• The pharmacy academy is well positioned to
  prepare graduates to become more proactive in
  creating a safer health care environment for
  patients. None of these roles requires major
  curricular revisions.
• Morbidity Mortality Rounds on the Web, 2006

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INTRODUCTION, Contin.II. Rising Professional
Criteria

• The Center for the Advancement of Pharmaceutical
  Education (CAPE) recommendation to Implement
  Changes in Pharmaceutical Education defined 3
  sole educational outcomes, comprising (1)
  Pharmaceutical Care, (2) Systems Management, and
  (3) Public Health.
• Pharmacy education is constantly changing and
  evolving as such, updates of the CAPE
  Educational Outcomes are paramount.
• It is questionable, however, whether schools of
  pharmacy are prepared to meet these broad goals
  in their present curricula.

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INTRODUCTION, Contin.II. Rising Professional
Criteria

• Lifelong learning for community pharmacists is
  shifting from continuing education (CE) towards
  continuing professional development (CPD) in some
  countries.
• A literature search and an Internet search on
  the web sites of professional pharmacy
  associations and authorities in 8 countries.
  showed that the concept of CPD has been
  implemented primarily in countries that have a
  long tradition in lifelong learning, such as
  United Kingdom. However, most countries have
  opted for the CE approach, e.g. France, or for a
  combination of CE and CPD, e.g. New Zealand. This
  approach combines the controllability by
  regulatory organizations that CE requires with
  the advantage of sustained behavior change seen
  in successful CPD programs.
• American Journal of Pharmaceutical Education
  2007
• 71 (3) Article 52.

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INTRODUCTION, Contin.II. Rising Professional
Criteria

• Pharmacists are required to collect a minimum
  number of credit points in a defined period of
  time, usually 3 to 5 years. The credit points are
  reflection of the time spent on an approved
  activity, e.g. 1-hour lecture or 3-hour practice
  results in 1 credit point.
• The term accreditation is commonly used for both
  CE and CPD programming. In Germany and the
  Netherlands, the term accreditation refers to
  approved CE activities whereas in the United
  States accreditation refers to approved CE
  providers.
• Systems that are based on CPD tend to have
  comprehensive competency standards, against which
  pharmacists have to compare their own level of
  competence as an integral part of the CPD process.

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Shifts in the Pharmacy Profession Toward More
Patient Care

• The Pharmacy Manpower Projects 2009 National
  Pharmacist Workforce Survey indicate shifts in
  the pharmacy profession toward more patient care.
  
• The pharmacy profession currently has, and will
  continue to build, capacity for contributing to
  the reforming healthcare system to meet patient
  care needs that are rooted in improving the
  effectiveness, safety and value of medication
  therapy.
• Female practicing pharmacists have increased
  significantly, comprising 46 of the workforce in
  2009, up from 31 in 1990.
• An aging population of pharmacists with 37 over
  age 55 in 2009, compared to 30 in 2004 and only
  21 in 2000.
• Business Services Industry, March 01, 2010

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Pharmaceutical Education Biotechnology

• Pharmaceutical biotechnology, pharmacogenomics,
  combinatorial chemistry, screening technologies,
  and bioinformatics are major advances that give a
  new direction to pharmaceutical sciences.
• To meet with this new dynamic era of
  pharmaceutical research and health care
  environment, pharmaceutical education has to set
  new priorities to keep pace with the challenges
  related to genomic technologies.
• Educators and pharmacy school members have the
  responsibility of deciding how, to what extent,
  by which methods, and/or in which way these
  changes and new directions in the education
  programs should be developed.
• Eur. J. Pharm. Sci. 15, 243-250, 2002

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Pharmacy Education in Selected Countries

• In Canada, the education of pharmacists is built
  upon a foundation of strong, research-intensive
  publicly-funded universities and a universal
  health-care system that balances government and
  private financing.
• Current challenges include the need to better
  integrate internationally educated pharmacists
  within the domestic workforce and professional
  development and maintenance of competency of
  practitioners.
• Academic pharmacy is currently debating how best
  to manage the need to enhance the pharmacy
  curriculum to meet current and future skills
  needs, and whether a doctor of pharmacy (Pharm D)
  degree ought to become the standard
  entry-to-practice qualification for pharmacists
  in Canada.
• Am J Pharm Educ. 2008 December 15 72(6) 128.

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Pharmacy Education in Selected Countries, Contin.

• In Japan, The six-year system of pharmaceutical
  education has started in 2007. This new system is
  expected to raise the level of pharmaceutical
  care in the national medical care system. The
  practical training for pharmaceutical care that
  future pharmacists will have is an important
  safety measure for pharmaceuticals in the medical
  care system, so that producing qualified
  pharmacists would be supported by the people.
• For this purpose the authorities will help to
  improve the training system, and the
  circumstances where future pharmacists will be
  able to provide their ideal pharmaceutical care.
• Perspectives on educational reform of
  pharmaceutical science,
• Yakugaku Zasshi 2007 127(2)227-30.

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Pharmacy Education in Selected Countries, Contin.

• In United Kingdom.
• Challenges for UK pharmacy education over the
  coming years are the prevention of easy access to
  MPharm programs by graduates of other subjects
  the possibility of a shortage of employment
  opportunities for pharmacy graduates the
  potential for accelerated progression of pharmacy
  technicians to pharmacy graduates and the
  possibility of providing part-time courses in
  pharmacy. In addition, the requirement to
  introduce more therapeutics into the courses to
  cater for the new roles of supplementary and
  independent prescriber must be faced, at the same
  time debating the relative weighting of science
  and practice within the course.
• undergraduate masters program, that permits
  registration with the Royal Pharmaceutical
  Society of Great Britain

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Pharmacy Education in Selected Countries, Contin.

• In China.
• Pharmacy in China involves the preparation,
  standardization and dispensing of drugs its
  scope includes cultivation of medicinal plants,
  synthesis of compounds of medicinal value
  analysis of medicinal agents. Pharmacists are
  responsible for the preparation of different drug
  dosage forms.
• There are two streams of pharmacy practice,
  traditional Chinese medicine and modern pharmacy.
  Around 50 colleges offer pharmacy education, half
  of which provide a Western medicine approach and
  the other half traditional Chinese medicine. Both
  types of colleges offer a four-year curriculum
  with options for specialization.
• Recently, clinical pharmacy services in China
  have been developed. Curricula with
  specialization in clinical pharmacy had begun.

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Pharmacy Curricula in a Developing
CountryThailand

• The curricula for both the bachelor of science
  degree (BS Pharm) and doctor of pharmacy (Pharm
  D) degree programs included the minimum content
  required by the 8 competency domains.
• The dominant content area in BS Pharm degree
  programs was product-oriented material. The
  content ratio of patient to product to social and
  administrative pharmacy was 231, respectively.
  However, the content ratio suggested by the Thai
  Pharmacy Council was 321, respectively.
• The predominant content area in the Pharm D
  programs was patient-oriented content. Social and
  administrative pharmacy-oriented content was low
  in both the BS and Pharm D curriculums.
• As Thai pharmacy schools further revise their
  curricula, it may be useful to decrease the
  product-oriented content and expand
  patient-oriented material.
• Am J Pharm Educ. 2008 February 15 72 (1) 9.

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Ranking of Colleges of Pharmacy in USARanked in
2008
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List of Top 10 Pharmacy Schools in America
Ranked in 2009/2010

• Purdue University The College of Pharmacy,
  Nursing and Health Sciences.
• Ohio State University The College of Pharmacy.
• University of California The School of Pharmacy
  University of California, San Francisco.
• University of Cincinnati College of Pharmacy.
• University of Kentucky College of Pharmacy.
• Ferris State University College of Pharmacy.
• University of Minnesota - Twin Cities The
  College of Pharmacy.
• University of North Carolina Eshelman School of
  Pharmacy.
• University of Tennessee College of Pharmacy.
• University of Oklahoma College of Pharmacy.

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Strengths of Pharmacy Curricula The Case
ofUniversity of California

• Development of Interdisciplinary Programs
• 1) At UCSF, major changes began in 1970 with a
  required 4th year clerkship to expand the role
  of pharmacists as members of the clinical care
  team. Students combined required and elective
  courses (e.g. chemotherapy and clinical
  oncology).
• 2) The UCSF in 2002 revamped its professional
  curriculum to allow students emphasize one of 3
  areas Pharmaceutical Care, Pharmaceutical
  Health Policy Management or Pharmaceutical
  Sciences. It has also launched joint degree
  programs (Pharm D/MPH, Pharm D/PhD).
• 3) At UCSD, pharmacy students take many basic
  science courses with medical students developing
  common preclinical knowledge. Following a year
  of distinct course and training for each
  profession, pharmacy and medical students share
  common clinical experience in UCSD hospitals and
  clinics.

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Strengths of Pharmacy Curricula The Case
ofUniversity of California, Contin

• 4) In 2005, UCSD launched a Pharm D/PhD program
  and a Pharm D/MBA program
• 5) In 2009, the mission of both colleges
  adopted the follwing goals
• Preparation of Future Pharmacy Faculty.
• This is achieved through accredited advanced
  level training including residency and fellowship
  programs.
• Advanced-Level Clinical Training for Practicing
  Pharmacists.
• Professional Preparation of Industry Leaders and
  Researchers.
• UCSF UCSD through their broad-based curricula
  and advanced training achieve this goal.

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The Case ofSchool of Pharmacy, University of
Purdue

• The professional curriculum leading to the Pharm.
  D. requires four years of study and admission
  into this program requires completion of the
  Pre-Pharmacy requirements.
• A new Pharm. D. curriculum and Pre-Pharmacy
  curriculum were approved in 2009 for students
  entering the professional program beginning in
  2012. The entire curriculum is highly structured,
  allowing time for only a modest amount of
  elective study.
• Also, to complete the professional program in
  four years, students must consistently be
  successful in their completion of all of the
  required courses in each year of the program.
• In addition to the required practical
  experience, students have the option of gaining
  experience in research. Several research
  fellowships for undergraduate research are
  available on a competitive basis.

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Vision Mission of Selected Colleges of Pharmacy

• University of Arizona
• Vision To be the Preeminent college of pharmacy
  in education, research and service.
• Mission To promote the health and well-being
  of our citizens.
• University of Minnesota
• Vision Through our program of innovative
  teaching, research and scholarship, we will
  achieve the distinction of being a premier
  college of pharmacy.
• Mission To educate professionals who will
  address the pharmacy-related needs of society.

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Vision Mission of Selected Colleges of Pharmacy

• University of Michigan
• Vision To be the most respected academic
  clinical pharmacy as measured by the quality of
  our graduates, professional and clinical service
  and scholarly contributions.
• Mission To create, disseminate and apply
  knowledge regarding drug therapy.
• University of Illinois
• Vision The College of Pharmacy enhances
  individual and community health through
  preeminent pharmaceutical education, research,
  service and entrepreneurial activity.
• Mission The College of Pharmacy provides
  leadership in education, research, public
  service, entrepreneurship and business
  activities, and patient care to guide and serve
  the pharmaceutical care needs of the society.

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Vision Mission of Selected Colleges of Pharmacy

• University of Southern California
• Vision In keeping with a long tradition of
  innovation in pharmaceutical education and
  research, the USC School of Pharmacy shall be the
  global leader in the development of new paradigms
  for pharmacy practice pharmaceutical and
  interdisciplinary health care education and
  research that emphasizes pharmacotherapeutic
  planning, management and outcome assessment as
  well as the creation of new therapeutic agents,
  targeting strategies and monitoring modalities.
• Mission By creating a curriculum that balances
  the basic knowledge components of
  pharmacy-biomedical sciences, pharmaceutical
  sciences, social and administrative science,
  clinical sciences and experiential training, the
  School provides students with a multidisciplinary
  educational experience which prepares them for
  contemporary pharmacy practice.

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Vision Mission of Selected Colleges of Pharmacy

• University of Purdue
• Vision Providing education that enables
  students to acquire in-depth expertise in the
  pharmaceutical, social/economic management, and
  related sciences, Serving the community leading
  to improvements in healthcare delivery and
  enhance health outcomes, Fostering innovation in
  research through interdisciplinary collaboration
  and Contributing to the profession of pharmacy by
  participation in leadership roles in
  pharmaceutical organizations and community
  programs
• Mission Is to demonstrate excellence through
  performance in the areas of discovery, learning,
  and engagement. The experience and knowledge of
  the faculty provide students with excellent
  didactic and experiential training necessary to
  become well-rounded practitioners.

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DETAILED MISSION, UCSF

• UCSF is dedicated to improving human health
  worldwide and advancing scientific discovery .
  The school
• Conducts exceptional pharmaceutical research,
  including basic science, translational science,
  clinical science, health policy, and health
  services research.
• Delivers world-class education to our Doctor of
  Pharmacy, graduate, postdoctoral students and
  others.
• - We educate Pharm D students to be leaders and
  effective team members in health care and to
  be lifelong experts in the safe and effective use
  of medicines.
• - We educate graduate students to be outstanding
  researchers across the spectrum from the basic to
  the health sciences.
• Develops and delivers outstanding and innovative
  pharmaceutical care.
• Serves the community by sharing our expertise
  with the public, industry leaders, and policy
  makers.

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The Case of MUST College of Pharmacy MUST Pharm
D Program

• Fourth Level
• First Semester
• BIOC 421 Clinical Biochemistry 3 (21)
• PHLG 411 Pharmacology II 4 (31)
• PHCT 411 Sterile Preparations 3 (21)
• PHCL 431 Pharmacotherapy I 3 (21)
• MICR 421 Public Health Hygiene 3 (21)
• PHCM 431 Pharmaceutical Medicinal
• Chemistry II 2 (20)
• BUAD 411 Pharmacy Administration 2 (20)
• Total 20

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MUST Pharm D Program

• Fourth Level
• Second Semester
• PHID 412 Industrial Pharmacy I 3 (21)
• PHCL 432 Pharmacotherapy II 2 (20)
• PHCL 412 Clinical Pharmacy Practice 4 (31)
• PHCT 432 Design Formulation of
• Dosage Forms I 3 (21)
• PHCG 432 Biotechnology in Drug
• Production I 3 (30)
• ELEC Elective 3
• PHCL 424 Pharmacy Practice II 3 (03)
• Total 21

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MUST Pharm D Program

• Fifth Level
• First Semester
• PHLG 531 Toxicology Forensic
• Chemistry 4 (31)
• PHCL 531 Pharmacotherapy III 3 (21)
• PHID 511 Industrial Pharmacy II 4 (31)
• PHCT 541 Community Pharmacy
• Pharmacy Practice 3 (21)
• PHCL 521 Clinical Laboratory Physical
• Assessment Techniques 3 (21)
• ELEC Elective 2
• PHCL 523 Clinical Pharmacokinetics 2 (11)
• Total 21

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MUST Pharm D Program

• Fifth Level
• Second Semester
• PHID 521 Pharmaceutical Quality Control 3 (21)
• MARK 512 Pharmaceutical Marketing 2 (20)
• PHCL 532 Drug-Poison Information
• Interactions 4 (31)
• PHCL 534 Pharmacotherapy IV 3 (21)
• PHCT 542 Hospital Pharmacy 3 (21)
• ELEC Elective 2
• ELEC Elective 2 Total 19

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MUST Pharm D Program

• Fifth Level
• Summer Semester
• PHCT 545 Community Pharmacy Practice
• Rotation 5 (05)
• PHCL 534 Drug Poison Information
• Rotation 3 (03)
• Total 8

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MUST Pharm D Program

• Sixth Level
• First Semester
• PHCL 621 Ambulatory Care Rotation 5
• PHCL 623 Critical Care Rotation 5
• PHCT 645 Community Pharmacy Practice
• Rotation 5
• PHCL 661 Analysis of Current Medical
• Literature 1
• PHCT 691 Seminar on Integrated
• Therapeutics I 1
• ELEC Elective 2
• Total 19
• An elective rotation and can be replaced by one
  of the elective rotations listed in the program.

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MUST Pharm D Program

• Sixth Level
• Second Semester
• PHCL 632 Paediatric Care Rotation 5
• PHCL 652 Oncology Care Rotation 5
• PHCT 642 Hospital Pharmacy Practice
• Rotation 5
• PHCL 662 Pharmacotherapeutics
• Research 2
• PHCT 691 Seminar on Integrated
• Therapeutics II 1
• ELEC Elective 2
• Total 20
• N.B. Each rotation must be completed with a
  grade C or better.

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MUST Non-Traditional Pharm D Program

• First Professional Year
• First Semester
• PATH 321 Pathophysiology 2 (20)
• PHCL 431 Pharmacotherapy I 3 (21)
• PHCL 432 Pharmacotherapy II 2 (20)
• BIOC 324 Clinical Nutrition 3 (21)
• PHCT 541 Community Pharmacy
• Pharmacy Practice 3 (21)
• PHCL 521 Clinical Laboratory Physical
• Assessment Techniques 3 (21)
• PHCL 523 Clinical Pharmacokinetics 2 (11)
• ELEC Elective 2
• Total 20

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MUST Non-Traditional Pharm D Program

• First Professional Year
• Second Semester
• PATH 312 Pathology 2 (20)
• PHCL 531 Pharmacotherapy III 3 (21)
• PHCL 532 Pharmacotherapy IV 3 (21)
• PHCL 532 Drug-Poison Information
• Interactions 4 (31)
• PHCL 542 Hospital Pharmacy 3 (21)
• ELEC Elective 2
• ELEC Elective 2
• Total 19

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MUST Non-Traditional Pharm D Program

• First Professional Year
• Summer Semester
• PHCT 545 Community Pharmacy Practice
• Rotation 5 (05)
• PHCL 534 Drug Poison Information
• Rotation 3 (03)
• Total 8

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MUST Non-Traditional Pharm D Program

• Second Professional Year
• Same as the Traditional Pharm D Program

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The Experiential Program
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Example for Student Learning Outcome Evaluation

• Module Rotation Ambulatory Care
• Students will be evaluated based on the
  following activities
• Formal presentations (1) or Journal Club (1).
• Clinical Interventions (10).
• Patient Counseling Sessions (10).
• Patient Medication History (10).
• Attendance.

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• Thank you
• Prof. M. Ismail