Table 2 Summary of the responses of the indicators in each goal among the academy cluster
DG[w]1. Academic Capacity: Engagement with pharmaceutical higher education development policies and ready access to leaders in pharmaceutical science and clinical practice in order to support supply-side workforce development agendas | ||
|---|---|---|
Indicator | Participants’ consensus about the indicator achievement status | Assessment of the indicators |
Increasing capacity to provide a competent pharmaceutical workforce according to national health resource needs | The college is planning to increase its capacity to provide competent pharmaceutical workforce in the clinical practice and pharmaceutical industry scopes. However, this increase in capacity is not based on national health resources needs | Not achieved |
Develop new and innovative ways to attract young pharmacists into all areas of pharmaceutical practice and science | The college offers several degrees and Specialties; bachelor, PharmD, masters and PhD | Achieved |
Capacity building should include the ability to meet minimum national standards of facilities, educators and student support | Capacity building meets the national standards of facilities, educators and student support | Achieved |
Enhance interprofessional education and collaboration with key stakeholders, including governments, national and international pharmacy/pharmaceutical organizations and patient advocacy groups to achieve sustainable solutions for capacity development | The learning process encourages interprofessional education and collaboration with national stakeholders and international organizations is facilitated | Achieved |
The clinical academic educator workforce needs more attention to training, career development and capacity building, which must, importantly, include research capacity enhancement | Research capacity enhancement is given the required attention by educator workforce in the college | Achieved |
Overall goal status | Partially met | |
|---|---|---|
DG[w] 2. Foundation training and early career development: Foundation training infrastructures in place for the early post-registration (post-licensing) years of the pharmaceutical workforce as a basis for consolidating initial education and training and progressing the novice workforce towards advanced practice | ||
Indicator | Participants’ consensus about the indicator achievement status | Assessment of the indicators |
Create clear and purposeful education and training pathways/programs to support post-registration (post-graduation) foundation training (clinical practice and pharmaceutical science areas) | Post-registration foundation training is supported by purposeful education and training programs | Achieved |
Develop early career maps and frameworks to support a seamless transition into early career practice and towards advanced practice | The SPEP* rotations for students provide seamless transition towards practice. However, there are no frameworks and maps currently in the college to support such transition | Not achieved |
Develop structured approaches to early career mentoring systems to support novice practitioners to engage with peers and preceptors (in clinical practice and pharmaceutical science areas across the pharmaceutical workforce) | The college support novice practitioners to engage with peers and preceptors through SPEP* rotations | Achieved |
Overall goal status | Partially met | |
|---|---|---|
DG[w] 3. Quality assurance: Transparent, contemporary and innovative processes for the quality assurance of needs-based education and training systems | ||
Indicator | Participants’ consensus about the indicator achievement status | Assessment of the indicators |
Ensure the quality of the workforce by quality assuring the continuous development and the delivery of adequate and appropriate education and training, quality assurance needs to address academic and institutional infrastructure in order to deliver the required needs and competency-based education and training | The quality assurance tasks in the college include; PLOA** and APR*** | Achieved |
Establish standards based global guidance for quality assurance of pharmacy and pharmaceutical science education in the context of local needs and practice | QU CPH has several layers for quality assurance, including CCAPP accreditation, committees and academic program reviews | Achieved |
Implement fair, effective and transparent policies and procedures for quality assurance of pharmacy and pharmaceutical science education and training | CPH’s setting has representations from students and faculty to ensure transparency in quality assurance-related policies and procedures | Achieved |
Define critical stakeholder input on development of adequate education and training and fair and effective policies, including necessary student input | Critical stakeholders (MoPH) do not have input on policy development, including student input, at the current time | Not achieved |
Overall goal status | Partially met | |