Assessing academic capacity and quality assurance in pharmacy education: a focus on the Eastern Mediterranean region

TL;DR

This study evaluates pharmacy education quality and academic capacity in the Eastern Mediterranean region to improve workforce development.

Contribution

The study provides the first assessment of pharmacy workforce intelligence in the Eastern Mediterranean Region using FIP’s framework.

Findings

Most schools implement student-teacher ratios and periodic accreditation, but workforce-based enrollment planning is less common.

Adoption of global QA standards and stakeholder involvement is reported, but faculty development and standardized QA frameworks need improvement.

Policymakers are recommended to create national pharmacy workforce bodies and improve data systems for better education planning.

Abstract

Pharmacy workforce intelligence (PWI) involves the development, implementation, and evaluation of effective strategies and tools to ensure the availability and quality of pharmacy workforce (PW). Academic capacity (AC) is essential in producing graduates for PW, while quality assurance (QA) in education is crucial in developing competent PW. There is a lack of information about PWI in the Eastern Mediterranean Region (EMR). Based on the available data, there is a notable imbalance in PW distribution in EMR. This study aimed to evaluate the status of AC and QA of pharmacy education in the EMR using the International-Pharmaceutical-Federation (FIP)’s Development-Goals and their associated mechanisms as a framework.

An explanatory sequential mixed-methods approach was used. The quantitative phase involved distributing a validated questionnaire among pharmacy leaders of all accessible pharmacy schools in the EMR. The qualitative phase involved the conduct of semi-structured interviews with pharmacy leaders, and the data were thematically analysed.

Of 112 identified pharmacy leaders, 61 participated in the survey (response rate, 55%) and 14 participated in the interviews. Most data were consistent among the quantitative and qualitative results. In both phases, most participants reported implementing a student – teacher ratio (70%), periodic accreditation (82%), adoption of global QA standards (67%), and involving key stakeholders in programme development. Enrolment planning based on workforce needs (51%) and capacity-building for teacher-practitioners (47%) were less common and less emphasised in interviews.

Although some AC and QA mechanisms are achieved, many require further improvement. Policymakers could establish a national body representing PW, improve workforce data systems for evidence-based enrolment planning, invest in faculty development, and standardised QA frameworks. Standardising stakeholder engagement and enhancing graduate tracking would further ensure that programmes remain aligned with workforce and health system needs.