Examining The Status Of Quality Assurance Of Pharmacy Education Using The Fip Self-assessment Tool

• By: MUKHALALATI, Banan (Qatar University, Qatar)
• Co-author(s): Dr Banan Mukhalalati (Qatar University, Health Cluster, College of Pharmacy, Doha, Qatar)
  Prof Abeer Al-Ghananeem (Sullivan University College of Pharmacy & Health Sciences, Louisville, United States)
  Dr Abby Kahaleh (College of Science, Health & Pharmacy, Roosevelt University, Illinois, United States)
  
• Abstract:

  Background: The FIP, the WHO, and the UNESCO jointly recognize the need to build capacity and expertise in quality assurance (QA). Whether nationally or regionally, QA systems must ensure that educational programs are supported by a research-active environment, are competency-based, and reflect a modern vision for pharmacy practice. In 2020, FIP launched the 21 FIP Development Goals (FIP DGs), which bring workforce, practice, and science together into one pharmacy transformative framework in alignment with wider global imperatives, such as United Nations Sustainable Development Goals and WHO Global Strategy on Human Resources for Health Workforce 2030. The “workforce” element of FIP DG 3: quality assurance, targets the global availability of transparent, contemporary, and innovative processes for the QA of needs-based education and training systems. To that end, the global leads of the FIP DG3 developed a self-assessment tool of QA of pharmacy and pharmaceutical sciences education.
  Purpose: The aim of this study was to examine the status of QA of pharmacy and pharmaceutical sciences education globally and to identify areas of improvement and offer recommendations to continuously improve the QA of pharmacy and pharmaceutical sciences education.
  Methods: The self-assessment tool of QA of pharmacy and pharmaceutical sciences education was developed utilizing the FIP pharmacy education in sub-Saharan Africa report, which investigated the QA and accreditation systems across seven sub-Saharan African countries. The tool was validated using content and face validity measures and then was administered among the FIP Academic Institution Members (AIM) using an email link to SurveyMonkey. Descriptive and inferential data analysis was conducted using IBM Statistical Package for Social Sciences, SPSS.
  Results: The findings suggested that most academic programs undergo periodic accreditation by an external accreditation body (94.44%). The academic pharmacy programs were shown to be accredited equally by private/non-governmental accrediting bodies, or regional/national professional organizations. However, the most frequently reported accreditation activity was the accreditation site visit by a team from the external body (96.55%). Most participants reported having accreditation standards available for pharmacy programs specific to their country (83.33%), where a national accrediting organization or the regulator being the authorities who set these standards (64.00%) and (60.00%), respectively. The most frequently reported standards used for quality assurance of pharmacy education were the FIP global framework (66.67%), followed by the WHO standards (33.33%). The requirements of these accreditation standards included indicative curriculum (86.21%), prescribed hours of study (75.86%), prescribed numbers and levels of academic staff (75.86%) and the availability of clear learning outcomes (75.86%). Overall, participants agreed that the accreditation systems for pharmacy education in their country are relevant, add value, and assist in advancing the standards of pharmacy practice (average agreement >3.7/5).
  Conclusions: Implementing quality assurance measures in pharmacy education is essential for assessing and enhancing the quality of pharmacy education and training. This will ultimately result in graduating a competent pharmaceutical workforce, which is vital for improving the quality of health services. The results and recommendations of this study will help the pharmacy academic programs to develop transparent, contemporary, and needs-based processes for QA.