WHO UNESCO FIP Global Pharmacy Education Taskforce

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WHO - UNESCO FIPGlobal Pharmacy Education
Taskforce

• Professor Ian Bates, Director
• Mr Mike Rouse, Taskforce Lead QA

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International Pharmaceutical Federation (FIP)

• The global federation of national associations of
  pharmacists and pharmaceutical scientists. 
• 122 Member Organisations and 4000 Individual
  members
• FIP represents and serves almost two million
  practitioners and scientists around the world.

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Why is pharmacy education important?
Inadequate human resources for health,
including pharmacists and pharmacy technicians,
threatens to undermine all efforts to strengthen
health systems and improve healthcare Report
of the 2006 UN Millennium project taskforce on
HIV/AIDS, malaria, TB and access to essential
medicines.
Pharmacy education provides capacity, leadership
and mechanism for innovation and delivery of all
pharmacy services (science, RD, supply chain,
policy, medicines expertise)
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Share of the worlds pharmacy workforce
www.worldmapper.org 2004 WHO data
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Pharmacy education evidence gap
Research articles on health professions
education World Health Report 2006.
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Consensus Resulting fromQA Forum Discussions

• In many countries, quality assurance systems for
  pharmacy education are well-developed in other
  countries, they are still emerging
• Examples EU-Bologna, UK, USA, Australia, etc.

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Consensus Resulting fromQA Forum Discussions

• The principles and core elements for quality
  assurance of pharmacy education are unlikely to
  differ significantly, if at all, from country to
  country

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N 9,768 pharmacy UG
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Pharmacy Education Action Plan
Locally determined
Global focus
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Global Pharmacy Education Action Plan
Needs based
Vision for pharmacy education competency
framework
Academic institutional capacity
Quality of education
Advocacy Collaboration Evidence
Strengthening
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Quality Assurance

• Promote excellence in education
• Provide a forum for information exchange,
  collaboration and cooperation facilitate and
  promote communication
• Support the establishment and improvement of QA
  systems

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Global Framework for Quality Assurance of
Pharmacy Education

• Identifies and describes principles and core
  elements for establishing the structure, policies
  and procedures for a Quality Assurance body
• Framework finalized, approved by FIP Bureau and
  available online at www.fip.org/education
• Develop toolkit and guidelines for
  establishment and/or quality improvement of
  systems and standards for QA of pharmacy
  education

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Self Assessment by Institutions

• To promote a culture of assessment and continuous
  quality improvement in the institution
• Can be independent of, or a part of, external
  review
• Key focus area for collaboration with WHO and
  UNESCO
• Self-assessment instrument under development,
  using quality criteria from the FIP Framework.

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WHO - UNESCO FIPPharmacy Education Taskforce

• Country Case Study Workshop
• and 3rd Global Education Consultation

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Country Case Study Workshop

• 2008 Consensus on objectives, principles and
  elements of methodology for the studies

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Priority Setting
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Pilot Study

• Joint mission involving
• Dr Lungwani Muungo, Head of Pharmacy, University
  of Zambia
• Prof Mahama Duwiejua, Dean of Kwame University
  of Science Tech, Ghana
• Mike Rouse, Project Lead for Quality Assurance.
• Collaborative effort of FIP Taskforce and WHO,
  with specific focus on stakeholder analysis,
  quality assurance, and self-assessment

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Pilot Study

• Initiate a process of international and local
  stakeholder collaboration that aims to increase
  the relevance, quality capacity of pharmacy
  education in Ghana and Zambia
• First round of testing and validation of tools
• Stakeholder Analysis
• Global Framework and Validation Instrument
• Self-Assessment Instrument

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General Outcomes of Pilot

• Global Framework was useful and applicable
• Dont forget the medicines! - product and
  production
• Suggest including media and legislators as
  stakeholders and add a section on policy
• Further work validation of framework and
  completion of stakeholder analysis template and a
  detailed situation analysis

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Lessons learned...

• Recognising local expectations
• Potentially overwhelming resources
• The Gold standard and realism
• Looking outside our own profession

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Lessons learned...

• Collaboration, not colonisation
• Mechanisms - UNITWIN (via UNESCO)
• Centres of excellence locality-based
• Facilitation of Partnerships is key

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Lessons learned...

• Maintain a Vision and ensure links with capacity
  building and competence
• Get buy-in consensus driven road map for
  education

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Where next?

• The Taskforce Advisory Group and Leads will look
  into funding and availability for cross-country
  exchange visits, similar to the pilot study for
  Ghana/Zambia
• Validation work on the framework now in progress
  across 20 countries
• The results of the workshop and consultation will
  be shared and the outcomes will appear in
  publications like the WHO Bulletin, Pharmacy
  Education and Int. Pharm. J.

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WHO - UNESCO FIPPharmacy EducationTaskforce

• Contact education_at_fip.org
• Website www.fip.org/education