International Doctor Of Pharmacy (itpd) Program: Creating Opportunities For Mid-career Pharmacists Worldwide

• By: GLEASON, Shaun Ellen (University of Colorado School of Pharmac, United States)
• Co-author(s): Ms Shaun Ellen Gleason (University of Colorado Skaggs School of Pharmacy, Aurora, Colorado, United States)
  Ms Sara Fouad Mahmoud (University of Southern California Mann School of Pharmacy, Los Angeles, California, United States)
  Senior Instructor Monika Nuffer (University of Colorado Skaggs School of Pharmacy, Aurora, Colorado, United States)
  
• Abstract:

  BACKGROUND
  The University of Colorado’s ACPE-accredited, advanced standing, hybrid-delivery international Trained PharmD (ITPD) program was created in 2014 for mid-career pharmacists worldwide to advance patient-centered pharmacy care (PCPC) in their home countries. A longitudinal portfolio is required of all ITPD students to self-assess and reflect on their learning needs and achievements, including on their growth and development toward goals of advancing PCPC. Ongoing program evaluation informs optimization of the curriculum and achievement of programmatic goals.
  
  PURPOSE
  To identify impactful courses and how students are using them to advance PCPC.
  
  METHODS
  

• As part of their portfolio, students submit nine 0.5-1 page written reflections, identifying impactful courses, along with why they are impactful, and how they will use the courses to advance PCPC in their home countries.
  
• A qualitative analysis of each reflection, with reviewer cross-check, was performed, identifying courses noted, stated plans or goals, practice settings of goals, and challenges toward goal achievement.
  
• NVivo™ (2023, Version 14, Release 1.7.1), a qualitative analysis platform, was used for tracking and basic quantitative analysis of findings.
  
• Basic results were then analyzed by curricular domains [PCPC, including pharmacotherapy series and patient-centered care courses; Drug Info (DI)/ Evidence-based Medicine (EBM) series; Interprofessional and ethical practice (IPE); pharmacy practice and healthcare policy; experiential/clinical rotations].
  
• The frequency of noted courses (or domains) relative to total course credit hours (frequency noted/credit hours) was calculated.
  
• Plans, settings and challenges were analyzed directly, and grouped by similarity when appropriate.
  
  RESULTS
  Seventy-two reflections from 8 of 16 graduates (2017-2021) have been analyzed by 2 reviewers (n=16 reflections were cross-reviewed). Students represent 7 countries, 3 continents [Asia (n=3), Africa (n=3) and N. America (n=1)].
  
  Curricular domains and frequency noted were: PCPC=32, Experiential=23, DI/EBM=22, Practice & policy=21, IPE=10, Informatics (an individual course)=5.
  
  Frequency relative to credit hours: IPE=10, Informatics=5, DI/EBM=3.38, Practice & Policy=2.63, PCPC=1.14, Experiential=0.55
  
  Plans/goals include:
  
• 42 plans/goals were assessed as being aspirational and 15 as implemented or communicated to leadership.
  
• Application of DI/EBM=33; Practice PCPC=32, with 14 being patient communication; education of others=29, with 20 being peer education; Interprofessional or ethical practice / patient advocacy=22; improving practice & policy=21; advocacy for advancement of pharmacists’ roles=15; public health promotion=9.
  
  Settings of goals include: Community/ambulatory care=11, hospital=7, healthcare system=2, telehealth=2, advocacy setting (government, professional organization)=1.
  
  Challenges to plan/goal achievement: practice norms=15, limited resources=9, policy infrastructure=7, technology limitations=5.
  
  Limitations include subjectivity, further cross-review needed. Complete analysis of all graduates in this timeframe is pending.
  
  CONCLUSION
  Our interim results align with competencies identified in FIP’s Global Competency Framework Version 2. They bring to light the importance of not only clinical knowledge and skills advancement, but also accompanying practices and skills, such as patient communication, use of evidence-based medicine, education of others, and interprofessional and ethical practice.
  
  These results may inform priorities for pharmacy education workforce development, particularly for mid-career practitioners. The importance of advocacy in advancing our profession is noted by our students. Together, these insights may create opportunities for pharmacist practitioners worldwide.