Special Issue "Pharmacy Education; Competency and beyond"
A special issue of Pharmacy (ISSN 2226-4787). This special issue belongs to the section "Pharmacy Education and Student / Practitioner Training".
Deadline for manuscript submissions: closed (15 August 2019).
Interests: pharmaceutical care; medication use in the people with intellectual disability. medication use in the elderly; pharmacoepidemiology and pharmacovigilance; health services research; pharmaceutical policy; ethics and practice; palliative care and pharmacy education.
Special Issues and Collections in MDPI journals
Pharmacy is part of a global movement in the education of health professionals that is increasingly determined, not only by the rapid growth in biomedical science knowledge, but also by the imperative to address the health needs of the communities that they serve. Furthermore, pharmacy, like other regulated professions, must demonstrate that formative education ensures competence to practice and that this is maintained via Continuous Professional Development. This has led to the development of competency frameworks that define the scope of practice, provide a scaffold for curriculum development, create a need for validated student assessment methods, establish requirements for experiential learning and engender accreditation criteria for the evaluation and quality assurance of professional degrees. Apart from the pharmacy-specific behaviours that are being pursued, the requirements for interprofessional, collaborative, patient-centred practice and for place both additional burdens. All of this however, begs some questions: Should competency be the only assessed outcome of pharmacy education for student pharmacists and for practitioners? Are there other aspects of learning and of professional practice that should be evaluated? Should the focus of assessment be the individual, the team, patient reported outcomes or the programme? Can academic and scholarly skills and standards continue to be met in professional programmes? Are those who are teaching, competent? How can supervision, assessmenta and feedback be provided effectively and efficiently in experiential palcements? By focusing on practice-related competencies are other aspects of personal and professional traits that are part of a caring professional being neglected?
Discuss these and other aspects of pharmacy education, both at undergraduate and at postgraduate/post-registration level, and propose what needs to be done. Help to set the agenda for research, debate and implementation in pharmacy education for the next decade.
Assoc. Prof. Dr. Martin C Henman
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Pharmacy is an international peer-reviewed open access quarterly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- Clinical Pharmacy
- Continuous Professional Development
- Pharmacy education
- Learning outcomes
- Teaching methods
- Self-directed learning
- Quality assurance