A global study on job and career satisfaction of early-career pharmacists and pharmaceutical scientists

Background: Job and career satisfaction of early-career pharmacists and pharmaceutical scientists is imperative to ensure a motivated and effective workforce, and a secure future for pharmacy practice. In turn, this enables planning, deployment and long term implementation of global imperatives, through universal pharmacy coverage. // Objectives: This study used data from a global survey to determine the level of job and career satisfaction and identify factors that are most significant in determining satisfaction in early-career professionals. // Methods: A cross-sectional survey was distributed to members of the International Pharmaceutical Federation (FIP) Young Pharmacists Group (YPG) via email and social media platforms from November 2019 to May 2020. A previously validated questionnaire using 5-point Likert scales was used. Data were analysed by exploratory factor analysis, using principal component analysis, oblique rotation, and reliability testing of identified components, followed by a comparative statistical analysis. // Results: A total of 1014 respondents from 92 countries participated in this study. Regions of domicile significantly affected job satisfaction (p = 0.004) and career satisfaction (p < 0.0001) scores. Pharmacists working in community pharmacies perceived lower job satisfaction measures compared to those who work in academic institutions (p < 0.0001) and industry sector (p = 0.012). There is a negative association between career expectations and job satisfaction and career satisfaction scores. The workplace climate is related to education and training opportunities, lower reported workloads, greater autonomy, and more remuneration. // Conclusion: This was an international study of early career pharmacists and pharmaceutical scientists. Enhancing factors associated with job and career satisfaction is essential to support early-career pharmacists and pharmaceutical scientists in obtaining fulfilment and esteem in their chosen careers. Developing and implementing a well-framed system that provides a conducive working environment, remuneration, and greater autonomy could improve job and career satisfaction. This study provides evidence to support investment in early-career training, stated in the FIP Development Goal 2

Implementing FIP's global pharmaceutical education transformation vision in Sub-Saharan African countries

The realization of a competent, versatile and adaptable Pharmaceutical workforce which is a key component in achieving the World Health Organization Universal Health Coverage agenda in 2030 depends on the supply of adequately trained pharmacy workforce who can improve access to quality medicines while delivering quality pharmaceutical services. Despite the rise in the density of pharmacists across all World Health Organization regions, African countries still stay considerably behind in terms of absolute capacity per capita which means that the pharmacy workforce in Africa continues to be very low and not adequate to deliver the pharmaceutical services needs of the region. The International Pharmaceutical Federation is leading the transformation of pharmacy education in Sub-Saharan African countries to bridge this gap with a spotlight on increasing academic capacity, establishing needs-based education strategies and creating an enabling practice environment through advocacy. This commentary paper seeks to discuss the strategies such as the FIP-UNITWIN Programme and the Kenya-Nottingham Partnership utilized in transforming the pharmacy education and therefore the pharmaceutical workforce within the Sub-Saharan African Countries. This paper also gives a clue on subsequent steps which can advance pharmaceutical practice and science in the region

New FIP resources to advance pharmacy education and early career development

During the COVID-19 pandemic, FIP Education (FIPEd) continued to produce reports, guidance documents, toolkits, and virtual programmes to advance pharmacy education and early career development.peer-reviewe

Digital health in pharmacy education : preparedness and responsiveness of pharmacy programmes

To ensure the sustainability of pharmacy practice and provide health for all, pharmacy as a profession must embrace the digital transformation that has been changing healthcare at a rapid pace. The International Pharmaceutical Federation (FIP) has conducted a global study on digital health in pharmacy education to describe the readiness, adaptability, and responsiveness of pharmacy education programmes to train the current and future pharmaceutical workforce on digital health and to identify the knowledge and skill gaps of the existing pharmaceutical workforce with regard to digital health. An online survey was distributed to collect feedback from academics, pharmacy schools, pharmacists, and pharmacy students. The findings showed that a large proportion of pharmacy schools do not offer any digital health education, and the skillsets and knowledge of how to apply digital health technologies to solve existing clinical problems and improve care have been identified as a gap. The future of pharmacy and pharmaceutical sciences is digital and exciting. A digitally enabled and agile pharmaceutical workforce will capitalise on the benefits of digital health to serve the higher purpose of providing good health and wellbeing for all, leaving no one behind. Therefore, pharmacy and pharmaceutical sciences education should act now.peer-reviewe

Digital health in pharmacy education: Preparedness and responsiveness of pharmacy programmes

To ensure the sustainability of pharmacy practice and provide health for all, pharmacy as a profession must embrace the digital transformation that has been changing healthcare at a rapid pace. The International Pharmaceutical Federation (FIP) has conducted a global study on digital health in pharmacy education to describe the readiness, adaptability, and responsiveness of pharmacy education programmes to train the current and future pharmaceutical workforce on digital health and to identify the knowledge and skill gaps of the existing pharmaceutical workforce with regard to digital health. An online survey was distributed to collect feedback from academics, pharmacy schools, pharmacists, and pharmacy students. The findings showed that a large proportion of pharmacy schools do not offer any digital health education, and the skillsets and knowledge of how to apply digital health technologies to solve existing clinical problems and improve care have been identified as a gap. The future of pharmacy and pharmaceutical sciences is digital and exciting. A digitally enabled and agile pharmaceutical workforce will capitalise on the benefits of digital health to serve the higher purpose of providing good health and wellbeing for all, leaving no one behind. Therefore, pharmacy and pharmaceutical sciences education should act now

Transforming pharmaceutical education: A needs-based global analysis for policy development

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