Pharmacy Education Action Plan

  Pharmacists are well-suited for task shifting in healthcare because to their understanding of medications and clinical therapies, and they...

 

Pharmacists are well-suited for task shifting in healthcare because to their understanding of medications and clinical therapies, and they might receive further training to do tasks like clinical management and laboratory diagnostics. Indeed, it has been demonstrated that pharmacists are eager, capable, and affordable providers of what is referred to as "pharmaceutical care interventions" in professional literature; nonetheless, globally, pharmacists are underutilized for patient care and public health initiatives. To prepare an appropriate number of well-trained pharmacists for such jobs, a concerted and diverse effort is required to promote workforce planning, training, and education.

However, the educational systems and requirements for medical treatment differ considerably between nations. As a result, the Global Pharmacy and the Education Action Plan 2008–2010 was created by the WHO, United Nations Educational, Scientific, and Cultural Organization, and International Pharmaceutical Federation. In order to achieve/ensure competence, the action plan attempts to create a vision, frameworks, guidelines, and case studies; to produce evidence and advocacy; to speed up country action; and to provide a worldwide forum for discourse.

Quality assurance, academic and institutional capacity, competency, and a vision for pharmacy education are the four areas of activity covered by the action plan. It was created and improved through two consultations on global pharmacy education that FIP organized (International Pharmaceutical Federation). The Taskforce will actively and continuously monitor it to determine whether or not the overarching objective—disseminating evidence-based frameworks and guidelines that support the growth of pharmacy education (and higher education capacity) to enable the sustainability of a pharmacy workforce adequately trained to provide pharmaceutical services—is being met.

References

1. Anderson, C., Bates, I., Beck, D., Penick Brock, T., Futter, W. T., Mercer, H., ... & Yonemura, A. (2009). The WHO UNESCO FIP Pharmacy Education Taskforce (commentary).
2. Anderson, C., Bates, I., Beck, D., Brock, T. P., Futter, B., Mercer, H., ... & Yonemura, A. (2009). The WHO UNESCO FIP pharmacy education taskforce. Human Resources for Health, 7(1), 1-8.
3. Gall, D., Bates, I., & Bruno, A. (2012). FIP Global Pharmacy Workforce Report 2012.
4. Anderson, C., Bates, I., Futter, B., Gal, D., Rouse, M., & Whitmarsh, S. (2010). Global perspectives of pharmacy education and practice. World Medical & Health Policy, 2(1), 5-18.