Applications of Space Technology for Accelerated Infrastructures Development for Rural Areas Development in Nigeria

Rural to urban migration still persists in Nigeria despite government’s claim of rural development programs. This situation if not checked portends negative signal for the already over-populated urban areas, particularly in areas of food security, sanitation, housing, crimes, etc. The development of rural areas is measured by the availability of infrastructures and economic opportunities that are available to the people. These infrastructures include: transportation infrastructure, educational infrastructure, healthcare infrastructure, energy infrastructure, water supply/sanitation infrastructure, information and communication technology (ICT) infrastructure and so on. Rural areas in Nigeria urgently require accelerated infrastructure development to alleviate poverty. When this is done rapid growth is ensured and poverty is drastically reduced. The world today has become increasingly reliant on information and communication technologies (ICT) and with it comes the need for societies and communities to stay connected and be integrated into the global information super highway. Space technology today has also become an integral part of global information infrastructure, connecting people across the world and serving communications needs of governments, businesses and individuals. For Nigeria to be technologically developed, the “digital divide” (that is the imbalance between urban and rural dwellers in which the rural dwellers have far lesser access to the same quality of knowledge), information, and education resources that are more readily available to urban areas because of the absence of required communication infrastructure need to be removed. The digital divide brings a virtual, but real impediment to the advancement of the society and individuals in remote rural settlements. This paper seeks to discuss the applications of space technology for accelerated rural infrastructures development in rural areas in Nigeri

Connecting the dots in pharmacy education: The FIP International Pharmaceutical Federation Global Competency Framework for Educators and Trainers in Pharmacy (FIP-GCFE)

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

Current Practices in Hosting Non-US Pharmacy Students at US Pharmacy Schools in Experiential Clerkships.

Objective: To provide specific considerations for hosting non-U.S. pharmacy students at U.S.-based colleges/schools of pharmacy (C/SOP) for experiential clerkships and training. Findings: A literature review (2000-2016) in PubMed, Google Scholar and IPA databases was conducted using specific keywords. Recommendations and future directions for development of experiential rotations for non-U.S. students in U.S. experiential rotations are presented for both the home and host country. Summary articles and best practices across the disciplines, as well as expert opinion, were found across U.S. models for hosting non-U.S. students in advanced practice rotations in the medical disciplines. Consistent themes regarding legal agreements, acculturation, standardized calendars and social and safety considerations were considered for inclusion in the final document. Conclusion: Development of a successful experiential rotation/training for non-U.S. students requires consideration for well-developed objectives, qualified preceptors, multitude of legal and cultural considerations and recommendations for longevity and sustainability

Current Practices in Global/International Advanced Pharmacy Practice Experiences: Home/Host Country or Site/Institution Considerations.

International outreach by schools and colleges of pharmacy is increasing. In this paper, we provide current practice guidelines to establish and maintain successful global/international advanced pharmacy practice experiences (G/I APPEs) with specific recommendations for home/host country and host site/institution. The paper is based on a literature review (2000-2014) in databases and Internet searches with specific keywords or terms. Educational documents such as syllabi and memoranda of understanding (MoUs) from pharmacy programs were also examined. In addition, a preliminary draft was developed and the findings and recommendations were reviewed in a 90-minute roundtable discussion at the 2014 American Association of Colleges of Pharmacy Annual Meeting. Recommendations for the host country include travel considerations (eg, passport, visa, air travel), safety, housing, transportation, travel alerts and warnings, health issues, and financial considerations. For the home country, considerations for establishment of G/I APPE site (eg, vetting process, MoU, site expectations) are described. The paper is a resource for development of new G/I APPEs and provides guidance for continuous quality improvement of partnerships focusing on G/I pharmacy education. © 2016, American Association of Colleges of Pharmacy