NEED OF SKILL DEVELOPMENT IN PHARMACY CURRICULUM_An essay by Monisha K. M.

INTRODUCTION:

Pharmacist comprises the third largest health care professionals. Pharmacy professionmustserve needs of society and individual patients through the world.   Pharmacy profession plays main role in discovery, development, production and distribution of drug products and in the creation of dissemination of related knowledge.

In addition Pharmacists are involved in direct patient care and are taking responsibilities for the resolution of drug therapy problems of individuals.

PHARMACY CURRICULUM – CURRENT SCENARIO:

            The pharmacy education and profession have undergone a sea change ass  provider of health care services in India.  Time was when we inherited the system of pharmacy profession from the British rulers that was practically non-existent.

            Presently, the pharmacy education in India consist of a variety of courses, namely Diploma in Pharmacy, Bachelor of Pharmacy , Master of pharmacy, Master of sciences in Pharmacy, Master of technology in Pharmacy, Doctor of Pharmacy, and Doctor of Philosophy in Pharmacy.

            Although there is growing strength of pharmacy workforce in our country, the curriculum still fails to meet the international standards. To promote excellence and uniformity in pharmacy education, the Pharmacy Council of India has formed a national taskforce for quality assurance. With growing government investment toward development of infrastructure and research facilities, India can pro9vide a strong workforce in the global front.

NEED OF SKILL DEVELOPMENT IN PHARMACY CURRICULUM:

a)  A firm ground:

·       Pharmacy education- Preparing students to enter into a career and function as professionals and responsible citizens.

·       A dynamic challenging and comprehensive curriculum is required so that basic ground in biological, biomedical, clinical pharmaceutical and physical sciences so made and firmed.

·       Clear focus on general education in health care system, ethics, management, professional issues, communication and practice.

·       Pharmacist in all settings require and understanding of the chemistry of drug entitles the delivery characteristics of dosage formulations the disposition of drugs within the body, the physiological and  pharmacological outcomes of drugs interaction and aspects of modern drug development and production that are the basis for expertise in all aspects of medications.

·       A variety of methods must be used to teach the content of each topic: Both in terms of knowledge and in practical situations.

·       Applied subjects should be taught them along with basis subjects.

·       The ability to think critically and examineissues logically must be inculcated in all graduating students.

·       The students should be made aware of thepublications.

·       Educators must encourage students to have a questioning attitude.

·       Instil in students a spirit of intellectual inquiry and curiosity which will useful for a future career.

·       It is important that conceptand principles of and commitment to lifelong continuing education and professional development should be introduces on undergraduate courses and supported throughout a pharmaceutical career.

·       Students should be capable and confident in managing information, should be able to use computers for record keeping and information retrieval.

b)  Communication and language skill:

            Students should be encouraged to learn other languages apart from their own due to cultural diversity in many countries, increase in mobility how to approach and communicate with culturally diverse group with whom they may work in future.

The curriculum should also provide grounding in concepts of management and leadership and the necessary skills.

c)   Ethics:

Students work in society with and understanding of their ethical responsibility to patients.Students used formal training in ethical decision making.

Students should be guided to develop value systems and ethical standards that guide their behaviour allowing them to face choices and responsibilities and to appreciate the conference of their actions.

d)  Health care organisation:

Students should learn how health care system is and environment in which they will function.  They should learn how health care is organized, delivered and financed in their own country and gain a broad comprehension of innovations, issues, and development in health care worldwide.They should understand challenges facing in health care locally and globally.

The factors that influence its delivery and effectiveness including major causes of morbidity and mortality, primary and  secondary care and the balance between them, public health initiatives, pharmacy and health economics, how research is organised and financed and economic issues for individual patients.

They could have an initial understanding of epidemiology and its relevance to population based treatment guidelines, prevention programs and public health education.

e)     Professional identity and interdependence:

When pharmacy students are required to work in multidisciplinary teams, comprehension of the interwining role of each health care professional and the Pharmacist and the Pharmacist’s place within the health care team is necessary at same time understanding varying angles and professional and legal obligations.

Professional identity cannot be taught in a specific course or lecture, but it is apparent in the attitude of staff and how they relate to the students in the very atmosphere of the learning institution and encouraged by the example of professionals, it will be passed on to the students who will lead the professional in future.

Faculties must consider equipping their students with current and developing roles, responsibilities and opportunities that exist for Pharmacist in a wide range of areas appropriate to the environment.

f)     Practical experience:

Practicalexperience gained through practice periods, internships or externships is fundamental to qualifying undergraduates.  Facultyshould arrange it carefully with trained individuals and assessed.

            During this time the students are presented with the most powerful example of what it means to be a Pharmacisthow the profession works, how knowledge is applied, how to act in a professional manner etc. in a real pharmacy setting.

A good curriculum will help to develop students own values and skills but good experience in practice will cement those values and skills.Pharmacy internships generally organized either at government hospitals or at pharmaceutical industries.  Students can form ideas of their own carrier choices.

g)    Incorporation, change, flexibility and choice:

             As the amount ofknowledge increases overtime, there will beselection of the most important and most relevant information.Responsibilities of each professor are to ensure to keep pace with developments in knowledge and practice.

            A broad undergraduate education is necessary to provide future Pharmacist.  Student should be given the opportunity to gain a deeper understanding of areas that interest their particularly.

            Pharmaceutical curriculum: A core curriculum to be undertaken by all students followed by

A period in which students could in effect choose their own subjects forms a predetermined list of option. Thereby allowing flexibility.

             They would have the chance to be educated particularly for their choices.Such a model could make the curriculum more inspiring and interesting for students without being prohibitive in length.

RECOMMENDATIONS IN PHARMACY CURRICULUM:

            The practice of earning a diploma in pharmacy as the minimum requirement to be a registered Pharmacist should be discontinued and all the students should be compulsorily made to earn a 4 year degree course in pharmacy since India is one of the few countries that allows candidates earning both, 2 year diploma as well as a 4 year degree program in pharmacy respectively. This practice is unlike the developed countries, where candidate holding diploma in pharmacy do not hold as many powers and responsibilities as candidates holding a 4 year pharmacy degree.

            Certain graduate institutions such as National Institute of Pharmaceutical Education and Research (NIPER) who are a separate organization for pharmaceutical sciences allow non-pharmacy students from other fields such as alternatives medicine, veterinary sciences, dentistry and medicine to apply for master’s and doctoral position in different specializations of pharmacy. These students do not have their degree in pharmacy as like that Pharmacist has also provided with the freedom to purse their post graduate degree in field of their choice.

CONCLUSION:

By evolving the skills in the pharmacy curriculum, it is helpful in pursing the communication and language skill. Knowledge gainedand its appreciation. Patient care skill and knowledge about health care system organization. Development of professional identity and pride in profession. Critical thinking and lifelong learning by way of continuing education. Ultimately it is vital to recognize to prepare valuable member of health care having top quality scientific and professional skills and unquestionable moral valves. This all can be achieved by developing the skills in pharmacy.