Background: Leadership skills in the pharmacy profession are essential for career development and advancement. Pharmacy education is often not focused on developing these leadership skills. This study determines the exact pharmacist leadership traits needed across the globe. Methods: A three-part leadership needs assessment was developed by three International Pharmaceutical Federation (FIP) global leads for leadership development. Pharmacy management leaders within FIP headquarters vetted the survey for external validity, and their feedback was incorporated. In January 2021, the survey was disseminated to around 3000 FIP members using Qualtrics. The survey took approximately 15 minutes to complete 28 questions. Qualitative and quantitative analyses were used for the data. Results: A total of 239 participants (8%) completed the survey. On average, participants felt that innovation/entrepreneurship, negotiating, strategic context, conflict management, and vision were among the top five leadership competencies that they would like more training in. When stratified by work setting, pharmacists in academia ranked conflict management, in inpatient hospitals ranked change management, and in community/retail settings ranked prioritisation as the top leadership competency need. Conclusion: Pharmacists in different work settings and different parts of the world have a need for different leadership skills which should be carefully considered when providing leadership training.

Colleagues, it is with great honor that I stand before you to accept the Donald Francke Medal. When I received the notification, I was surprised and deeply honored to have been selected for this auspicious award and to be listed among the greats—Donald Francke and Gloria Francke, Phil Schneider, Lee Vermeulen, Henri Manasse, and the beloved Joseph Oddis—whose humble leadership style and welcoming spirit inspired me a great deal. So, I stand here today on the shoulders of the great professionals who have gone before me, who have made significant impact in the international space. Indeed, I am humbled that an organization such as ASHP, one of the largest pharmacy organizations in the US and perhaps the world, would think of me in this regard. I would like to extend my appreciation to my colleagues on the ASHP nominations committee; Paul Walker, [2021-2022] president of the society; ASHP’s chief executive officer, Paul Abramowitz, for endorsing my candidacy for this award; students, mentors, colleagues, and collaborators around the world; local, national, and international institutions that welcomed my ideas and service over the years; my family, who supported my work and encouraged me to fulfil my destiny; and God almighty, without whom I would not be where I am today. Lastly, I would like to thank you for attending this session, knowing you had alternative options during this conference. Thank you all so much.

Background: A needs-based approach is desirable for the transformation of pharmaceutical education, and to link pharmaceutical education with the health needs of populations and national priorities. There are varying levels of data in the literature on the status of pharmaceutical education in all six World Health Organization (WHO) regions, especially in the context of needs identification and evidence-based policy interventions. The framework for this study was the FIP Development Goals. Objectives: The aim of the study was to develop evidence-based policies through a needs-based approach for pharmaceutical education transformation nationally, regionally and globally by addressing the following objectives: 1. Identify global and regional needs in pharmaceutical education, through a regional SWOT analysis and prioritization of FIP development goals; 2. Develop valid and credible regional roadmaps for pharmaceutical education advancement according to the identified prioritized goals and 3. Develop a global call to action as a policy intervention for advancing pharmaceutical education. Methods: This study was conducted between 2020 and 2021 using a mixed methods approach. Surveys of higher education institutions and a series of qualitative interviews were conducted with national professional leadership organizations, with further regional workshops having 284 participants recruited from the International Pharmaceutical Federation (FIP) membership base, spanning all six WHO regions. Results: Eleven out of 21 FIP DGs were identified as priorities for regional roadmaps and FIP DG 1 (Academic capacity) was identified as a priority in four regions. All regions had distinctive results with an area of commonality between them. There were common weaknesses in the adoption of competency-based education and inter-professional education. Conclusions: It is critical for every country and region to develop needs- and evidence-based policies for the transformation of pharmaceutical education, for which FIP DGs provide a systematic framework.

Academic Pharmacy Section (AcPS) of the International Pharmaceutical Federation (FIP) has a strong strategic implementation plan already in place. The Executive Committee (ExCo) determined ways forward by reviewing some key documents and conducting an environmental scan on higher education and the future of Pharmacy. In a retreat in April 2022, using a World Café method, the ExCo received valuable input regarding the identity of the organisation, who the members are, what has been accomplished in the section and an assessment of the sections strengths, weaknesses, and opportunities. This has culminated in the evolution of the section's mission, vision, and strategic implementation plan to incorporate additional and restructured objectives and goals. This manuscript presents novel direction to this section and an opportunity to reflect on the vision of the ExCo from the 2022 retreat.

The FIP (International Pharmaceutical Federation) Global Competency Framework for Educators and Trainers in Pharmacy (FIP-GCFE) is an ongoing project of the Academic Pharmacy Section of FIP in cooperation and collaboration with Sections, Special Interest Groups and Working Groups across the Federation. It was developed by a group of experts in pharmaceutical education to enable and promote the continuing professional development of pharmacists and pharmaceutical scientists who plan to advance their competence as educators and trainers in pharmacy and the pharmaceutical sciences, whether in a formal or informal context, and at all levels of education and professional development. The FIP-GCFE will be an essential resource for multiple stakeholders including individual educators, faculties of pharmacy, and accreditation agencies. This article presents the introductory text of the GCFE first version, connecting previously launched concepts and tools and explaining the integration with all other FIP workforce support frameworks, to provide a holistic approach to global workforce development.

Introduction: The Academic Pharmacy Section (AcPS) of the International Pharmaceutical Federation (FIP) celebrates 50 years of its establishment in 2022. In the last decade, the Section had significant growth in membership and strategic planning development. Description: The AcPS challenges in in the past and present times, as well as possible future directions, are described based on the reflections of four AcPS past presidents. They responded to semi-structured interviews from January to March 2022. Evaluation: The collected data were analysed using a qualitative descriptive approach. The reflections and perceived challenges in the history of the AcPS, as well as future plans about the pharmaceutical workforce, capacity building, educational systems, and modern curricula, were summarised. Conclusion: The future direction of the FIP AcPS suggests a focus on collaboration, faculty development and strong and engaged membership.

Introduction: The World Health Organization recommended differentiated models of care portends opportunities to decongest hospitals providing antiretroviral therapy (ART) and improve retention, especially in developing countries. A community pharmacy-based ART refill model was implemented where stable clients were devolved to community pharmacies for routine refills at a service fee, to promote private sector participation and sustainability of ART services. The aim of this study was to assess the feasibility, acceptability and outcomes of this model in Nigeria. Methods: A population-based retrospective analysis of the community pharmacy ART refill program of the United States Agency for International Development-funded `Strengthening Integrated Delivery of HIV/AIDS Services' project in Lagos, Rivers, Cross River and Akwa Ibom States from October 2016 to February 2018 was conducted. Standard descriptive statistical methods were used for baseline demographic and clinical characteristics of study participants. Outcomes were assessed using the Chi-square test and a multivariate logistic regressions model. Statistical significance was defined at a-level of 0.05. Analyses were performed using SPSS for Windows version 23 (IBM Corp, Armonk, USA). Results: A total of 10015 participants representing 14.4% of ART clients in 50 hospitals opted for this model and were devolved to 244 community pharmacies. All clients consented and paid a service fee of N1000 (about $3) per refill visit. Median follow-up duration was 6 months. Prescription refill rate was 95% (95% CI 94.2-95.3). Retention rate was 98% while viral suppression was 99.12%. Refill rates were significantly affected by ART duration, regimen, age and location (P < 0.001, 0.004, 0.034 and < 0.001 respectively). Conclusions: This community pharmacy ART refill model of differentiated care is feasible and acceptable by clients and providers and demonstrated excellent clinical outcomes of retention and viral suppression. The ability and willingness of some clients to contribute financially to their HIV care was also demonstrated.

The authors have no conflicts of interest to disclose.

Objective. The Pharmacy Biomedical Preview program is a five-week summer academic reinforcement program held for students entering the Howard University College of Pharmacy. The objective of this study was to evaluate the impact of the program and preadmission factors on pharmacy students’ first semester academic performance. Methods. A retrospective cohort study was conducted of students entering the preview program from 2012 to 2015. The primary outcome assessed was first semester grade point average (GPA). Descriptive statistics of all study variables were conducted. Bivariable analyses were used to compare students by program status. Pearson correlations and point biserial R were conducted to evaluate which factors were associated with the first semester GPA. Multiple linear regression analysis was used to evaluate whether participation in the preview program predicted GPA during the first semester in pharmacy school after adjusting for other factors. All analyses were conducted using SPSS, version 23, at an alpha of .05. Results. Incoming overall undergraduate GPA was the strongest predictor of students’ first semester GPA in pharmacy school, followed by participation in the Pharmacy Biomedical Preview Program. After adjusting for other factors, mandatory participation in the program was associated with a higher first semester GPA, and voluntary participation in the program was also associated with a first semester GPA that was higher. Conclusion. Findings from this study indicated that implementation of a pre-matriculation success program at a college of pharmacy in a historically Black institution is a viable strategy to improve students’ academic success in the first year.

Objectives: The purpose of this study is to compare, contrast, and map the 2016 Accreditation Council for Pharmacy Education (ACPE) Standards to the 2017 International Pharmaceutical Federation (FIP) Nanjing Statements. Methods: Three members of the Global Pharmacy Education Special Interest Group conducted a review of the ACPE Standards and Nanjing Statements to identify which Nanjing Statements mapped to the ACPE Standards, and vice versa. Two additional reviewers evaluated the results to ensure face validity. Results: Seventy-two of the 75 Nanjing elements were mapped to 94 of the 160 ACPE elements. Nanjing Statement Clusters 2 and 6 had the highest rates of matched statements, at 83% and 94% respectively. ACPE Standards and key elements that had 100% of matches with the Nanjing Statements included Standards 3, 11, and 18. Conclusion: These preliminary findings may help educators streamline national and global competencies. Ultimately, accrediting bodies, professional organisations, and pharmacy educators may benefit from identifying strengths and areas for improvement.

With nine weeks remaining in the term, COVID-19 necessitated emergency remote learning and remote online exams. This required a series of software trainings for administrators, faculty and students at Howard University College of Pharmacy, USA. The experiential department also had to look beyond normal clerkship placements. The described telemedicine and virtual experiences were used to supplement face-to-face experiences. Assessments for both learning innovations were successful, based on faculty and student feedback. Student reflections describe how COVID-19 helped advance the use of telehealth and indicate their learning of clinical decision-making skills, effective communication, and the digital health industry. A formal evaluation of outcomes from the implemented pandemic innovations is being planned. The use of online proctoring with artificial intelligence during the emergency remote learning was successful. With software training, this type of service can be adopted to ensure the integrity of assessments. The cost of the service and the reporting time should be considered in academic planning.

As the roles of a pharmacist continue to evolve, leadership is an imperative skill for pharmacists to advance in their profession. To advance leadership behaviors, a number of tools, programs, and services have been developed worldwide to encourage the use of these behaviors in practice. A brief summary of different leadership opportunities around the globe are provided. A continuing professional development process and tool for developing and mentoring leaders that are ready to take the next step in their growth journey is introduced. This tool can be used in a live or online setting and is amenable to a longitudinal environment for leadership development and mentoring. A detailed process for implementing an online leadership development program and opportunities for future development are also described. While leadership skills can be developed in many ways, it is still unclear which methods and tools are the most effective in training pharmacists to maximize their leadership abilities. Additional research on effectiveness and impact of tools and processes for development are needed. Individuals and organizations are encouraged to consider implementing easily accessible leadership development and mentoring programs to advance the leadership skills of interested individuals.

The coronavirus outbreak has had an unprecedented effect worldwide, including fundamentally changing how pharmacy schools manage their operations. A few weeks ago, we were planning our pharmacist oath and honors ceremony, and this week, we are conducting emergency meetings to discuss the delivery of remote curricula and software that includes artificial-intelligence proctoring of examinations. The issues are real. Howard University has followed the recommendations issued by the Centers for Disease Control and Prevention to adopt social distancing measures such as a remote classroom or virtual environment.

Global engagement between schools and colleges of pharmacy in the United States and Africa is increasing. For a balanced and fruitful engagement, sensitivity towards the cultural and clinical needs of the people and professionals of the African region is critical. In this paper, we have divided the discussion into Southern, East, Central, and West Africa. General information about Africa, with unique aspects for individual subregions and countries, will be introduced. Stereotypes and misconceptions about the region and the people will also be discussed, along with recommendations for culturally sensitive engagement for pharmacy and other health care practitioners when hosting members from, or visiting this region. The paper is a resource for schools and colleges of pharmacy who are currently engaged or considering future outreach opportunities in Africa.

This article was migrated. The article was marked as recommended. Investing in the education, training and development of the global health workforce is integral to achieving global health goals, including universal health coverage and access to safe and quality services. Systemising and formalising CPD & CE for health workers as part of their professional development has become a central component of health workforce development. A global framework for pharmacy workforce development support countries to assess their CPD & CE development needs and facilitate progress towards global goals. This paper describes this global framework and how it's being used and implemented in countries worldwide.

Since 2004, concerns and calls for greater quality assurance in experiential education have been published. The Accreditation Council for Pharmacy Education (ACPE) "Standards 2016" provide limited differentiation across the four required practice experiences, and, as such, schools interpret them differently. Both schools and accreditation site visit teams would benefit from a common set of guidance for the required Advanced Pharmacy Practice Experiences (APPEs), so that they can ensure consistency and quality in student experiences across practice sites. To address this need for greater standardization, a taskforce of the American Association of Colleges of Pharmacy (AACP) Experiential Education (EE) Section conducted a peer-reviewed, consensus-building process, including experiential faculty and staff across multiple colleges and schools of pharmacy, to determine a common set of elements that could be used to bring consistency to the experiences and expectations for student learning in practice. Over a two year period, the taskforce reviewed the relevant literature and then drafted and revised the elements through an iterative process which allowed for established EE consortia and members of the EE section to review the draft and provide input for revision. The resulting essential elements presented here can be used to guide faculty and staff within experiential education programs in their quality assurance processes in ensuring students receive consistent experience as part of their education prior to graduation.

The learning healthcare system (LHS) model framework has three core, foundational components. These include an infrastructure for health-related data capture, care improvement targets and a supportive policy environment. Despite progress in advancing and implementing LHS approaches, low levels of participation from patients and the public have hampered the transformational potential of the LHS model. An enhanced vision of a community-engaged LHS redesign would focus on the provision of health care from the patient and community perspective to complement the healthcare system as the entity that provides the environment for care. Addressing the LHS framework implementation challenges and utilizing community levers are requisite components of a learning health care community model, version two of the LHS archetype.

In November 2016, the International Pharmaceutical Federation (FIP) endeavored to create an environment to foster a shared vision to lead a transformative pharmaceutical workforce roadmap. Three milestone documents were developed and presented at the Global Conference on Pharmacy and Pharmaceutical Education. Workshops with the key themes and connecting Pharmaceutical Workforce Development Goals (PWDG) were conducted and analyzed. This Note serves to summarize the key aspects of these workshops, reporting on the innovative approaches used to generate guidance for stakeholders regarding implementation.INNOVATION:Seven workshops with a uniform structure were developed. These were designed to improve communication, harmonise outcome-generation, and allow for aggregate analysis. A team of seven conducted each workshop, each team consisted of: a Chair, a facilitator, one rapporteur, and four speakers purposively selected from FIP member organisations and other key stakeholders with expertise for sharing a variety of perspectives. Guidelines and templates were developed for all roles and each team was briefed in advance.KEY FINDINGS:Approximately 200 personnel participated in the seven workshops, with around 20 country representatives per workshop, covering all six World Health Organisation regions. Three key aspects of workforce transformation, using the PWDGs, were explored in each workshop: drivers for implementation; challenges to implementation; and ways of encouraging implementation. Drivers for implementation mentioned were enhancing collaboration and engagement. Challenges to implementation were identified as variance in terminology. Several ways of encouraging implementation were acknowledged, such as communication strategies, advocating for workforce development and sharing best practices to foster partnerships.NEXT STEPS:The unique format of the workshops, the innovative approach to include stakeholders across an array of settings and the parallel structure in all the seven workshops, aided in creating reliable findings. The achievability of the PWDGs depends on several factors. Engagement with stakeholders and engagement from and between professional associations are important factors to achieving workforce development goals.

Introduction: With over a third of the doctor of pharmacy curriculum relying on experiential education (EE), it is critical that students are assessed and graded in accordance with their actual performance. The objective of this paper is to review advanced pharmacy practice experience (APPE) grading across the Big Ten Academic Alliance to describe how APPE grading occurs at these institutions and highlight differences in approach and outcomes. Methods: Experiential directors/deans were asked to import de-identified data (e.g., APPE curriculum, midpoint and final evaluation score and grade, number of preceptors, number of students, number of years of pharmacy school, total hours of APPEs offered, number and duration of APPEs per year, grading scale information). A chi-square test including pairwise comparisons with a Bonferroni p-value adjustment for multiple comparisons was performed. Results: Seven college/schools submitted data from over 3600 students between 2012-2015. The distribution of letter grades differed significantly across all colleges/schools in 2012-2013, 2013-2014 and 2014-2015 (p < 0.0001). Similarly, the distribution of letter grades by rotation type varied significantly for all colleges/schools (p < 0.0001). Students in acute care, ambulatory care, and other patient care rotation types were less likely to obtain an "A" and more likely to obtain a "B" compared to students in other rotation types. Conclusions: When letter grades are used for APPEs, the trend suggests over 95% of students receive an "A" or "B" grade. Final grades varied by rotation type with more "B" grades observed in patient care rotations than "A" grades over the three-year period.