Use this URL to cite or link to this record in EThOS:
Title: Global pharmacy : a comparative exploration and analysis of initial professional education
Author: Arakawa, N.
ISNI:       0000 0004 7230 357X
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
The quality of initial professional pharmacy education (IPPE) is receiving growing attention in the development of modern health policy. This is due to the gradually extended role of pharmacists, a global shortage of pharmacy workforce and their skill-mix imbalances, all of which require improvements to respond to the expanding and ever-changing population health needs. To achieve enhanced and equitable quality worldwide, evidence that can be used as a global basis for identifying gaps and challenges to assist strengthening IPPE is demanded. The purpose of this research was to generate evidence to construct the first global map of the attributes of quality IPPE for assisting the improvement of IPPE across nations. The research questions what are the differences and commonalities in the current IPPE practices worldwide, and if there are globally shared attributes for high quality IPPE, which can support further development of professional roles. A mixed-methods approach was implemented to investigate personal and institutional factors in a global context. To seek students’ factors in the quality IPPE, a global online survey on students’ learning processes and experiences was conducted, resulting in 4,105 student responses from 78 countries. To investigate teaching and institutional attributes of IPPE, an attached email global survey on IPPE institutions and programmes and a curriculum content analysis were conducted, which compared country-level institutional information from 110 countries and territories as well as contrasting in-depth curricula content data from 16 countries. The combined findings provide measures of current IPPE practices across nations. This includes differences in approaches to learning between regions and nations; pharmacy model to foster the adoption of deep approach to learning; global variation regarding capacity, provision, and regulations; and variation in curricula content when contrasting science and practice components. The thesis provides evidence for a policy review of IPPE to assist with enhancing global quality.
Supervisor: Bates, I. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available