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American Journal of Pharmaceutical Education 2008; 72 (6) Article 127. INTERNATIONAL PHARMACY EDUCATION SUPPLEMENT The WHO UNESCO FIP Pharmacy Education Taskforce: Enabling Concerted and Collective Global Action Claire Anderson, PhD,a Ian Bates, MSc,b Diane Beck, Pharm D,c Tina Brock, EdD,d Billy Futter, MComm,e Hugo Mercer, PhD,f Mike Rouse, BPharm,g Tana Wuliji, BPharm,h and Akemi Yonemura, EdDi a School of Pharmacy, University of Nottingham, United Kingdom b School of Pharmacy, University of London, United Kingdom c College of Pharmacy, University of Florida d Management Sciences for Health, United States e Rhodes University, Grahamstown, South Africa f Human Resources for Health Department, World Health Organization, Geneva, Switzerland g Accreditation Council for Pharmacy Education, United States h International Pharmaceutical Federation, Den Haag, The Netherlands i Division of Higher Education, United Nations Educational, Scientiﬁc and Cultural Organization, Paris, France Submitted January 31, 2008; accepted June 16, 2008; published December 15, 2008. Keywords: international pharmaceutical education Pharmacy Education is a priority area for the Interna- Health Organization (WHO); and (2) established the tional Pharmaceutical Federation (FIP), the global feder- Global Pharmacy Education Taskforce to serve as the ation representing pharmacists and pharmaceutical coordinating body of these efforts. The initial effort will scientists worldwide that is spearheading the Global Phar- serve to leverage strategic leadership and maximize the macy Education Taskforce. This paper describes the work impact of collective actions at global, regional, and na- of the Taskforce that was established in March 2008, tional levels. Three project teams have been convened to explores key issues in pharmacy education development, conduct research, consultations and develop guidance in and describes the Global Pharmacy Action Plan 2008- the domains of vision for pharmacy education, compe- 2010. tency, quality assurance, academic workforce, and insti- Given the significance of pharmacy education to the tutional capacity. diverse practice of contemporary pharmacists and phar- macy support personnel, there is a need for pharmacy BACKGROUND education to attain greater visibility on the global human Pharmacists in many countries are too few in number resources for health agenda. From this perspective, FIP is and trained at a critically insufficient scale.1 WHO esti- steering the development of holistic and comprehensive mates a current shortage of more than 4 million health pharmacy education and pharmacy workforce action to care workers.2 Fifty-seven countries fall below the WHO support and strengthen regional, national, and local threshold of 2.5 health care professionals per 1000 pop- efforts. ulation, which has a negative effect on health outcomes The role of a global organization such as FIP is to and forms a barrier to achieving the Millennium Devel- facilitate, catalyze, and share efforts to maximize phar- opment Goals. While much of the evidence relates to macy education development and stimulate international physicians, nurses, and midwives, it is widely recognized research to develop guidance, tools, and better under- that unless human resource shortages and imbalances are standing of key issues. To achieve this goal, FIP has (1) tackled in the pharmacy workforce as well, any attempts established a formal collaborative partnership with the to improve health systems and access to and appropriate 2 United Nations agencies representing the education use of medicines will be undermined.3 There are marked and health sectors, United Nations Educational, Scientific imbalances in the distribution of the pharmacy workforce and Cultural Organization (UNESCO) and the
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