Pharmaceutical%20Education%20without%20Boarders:%20Towards%20a%20Global%20Pharmacist

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Pharmaceutical Education without Boarders
Towards a Global Pharmacist

• Carl E. Trinca
• V Pan American Conference on Pharmaceutical
  Education

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and in Conclusion
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I 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.

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I am Optimistic!
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I am sorry, Magaly.
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From Alma Ata to Miami to ? A 14 Year Journey
(ca 1988-2002)

• Climate globalization, harmonization and
  economic integration

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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

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Global Dilemmas for Pharmaceutical Education
There are Two Sides to Every Story
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Global 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)

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Global 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)

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Global 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)?

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Global 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

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Global 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

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Global 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.

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Global 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?

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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

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Global 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.

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Global Dilemmas for Pharmaceutical Education
Inputs or Outputs?

• My curriculum has 200 credits, taught over 8
  semesters, with 26 weeks of professional practice
  experience.

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Global 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.

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Global 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!

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Global 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

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Global 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

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Global 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.

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Global 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).

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Global 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!

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The International Gold Standard for Quality
Assurance and Continuing Quality Improvement in
Professional Education Worldwide is
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The International Gold Standard for Quality
Assurance and Continuing Quality Improvement in
Professional Education Worldwide is

• ACCREDITATION
• ENSURE
• INSURE
• ASSURE
• ENDURE

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Accreditation

• 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.

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Accreditation

• 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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Accreditation

• Assure--accreditation serves to assure students,
  their parents, employers, the government,
  society, and ourselves that our education meets
  certain standards for entry into practice.

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Accreditation

• 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.

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Accreditation 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

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IT IS TIME FOR TOUGH LOVE!

• And I apologize in advance...

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Why Do Organizations of Professionals Exist?

• Networking (individuals and other organizations)
• Regular Communication
• Advocacy
• Planning and Implementation
• Programming
• Provide Continuity
• Source of Authority
• Other(s)?

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What is Needed/Wanted? What is Feasible? How do
we Start?
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What 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

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What do we Have? (continued)

• Potentially Willing Partners/Stakeholders
• Organizational Structure
• Commission
• Local Leadership for Specific Projects
• What Else?

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What 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

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A Bias for Action

• Silos or a New Paradigm?
• The Latin Model or the Anglo-Saxon Model?
• An Elite Club or a Helping Hand?

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A 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.

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A 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)

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A 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

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A 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

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A 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).

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From 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.

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From 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!

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Thank You.
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Accreditation

• 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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