Hacettepe University Journal of the Faculty of Pharmacy
Volume 30 / Number 2 / July 2010 / pp. 139-156
Pharmacy Education and Practice
in Pakistan: A Guide to Further
Development
Received : 07.04.2010
Revised : 07.06.2010
Accepted : 12.07.2010
Ghulam Murtaza*0, Mahmood Ahmad**, Muhammad Iqbal***,
Shujaat Ali Khan**, Munazza Ejaz****, Tehmina Yasmin*****
Introduction
Health care services (hospitals and clinics) in Pakistan usually exhibit a very prominent role of physicians assisted by nurses. Pharmacists duties are being performed by nurses, mid-wives, lady health workers and other paramedical staff.1 As health policies are made by such a
committee that consists mainly of senior physicians so they allocate no
space for pharmacy profession in health care services. Perhaps, physicians feel fear by the increasing role of pharmacists in health department so they are ignoring pharmacy profession as much as possible.
The number of pharmacy institutes has increased quantitatively
not qualitatively since 2001 both in public and private sector throughout Pakistan (15 public and 8 private pharmacy institutes = 23 registered pharmacy institutes in whole country in 2009). These accredited
* Department of Pharmaceutical Sciences, COMSATS Institute of Information
Technology, Abbottabad 22060, Pakistan.
** Department of Pharmacy, Faculty of Pharmacy and Alternative Medicines, The
Islamia University of Bahawalpur, Bahawalpur 63100, Pakistan.
*** School of Pharmacy, Faculty of Health Sciences,The University of Faisalabad,
Faisalabad, Pakistan.
**** Department of Biology, Buoyage Public School, Bahawalpur, Pakistan.
***** Department of Punjabi, Government Girls Degree College, Kehror Pakka, Pakistan.
0
Corresponding author: Ghulam Murtaza, Department of Pharmaceutical Sciences,
COMSATS Institute of Information Technology, Abbottabad, Pakistan. E-mail:
[email protected] 140
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institutes have offered baccalaureate degree of pharmacy in English for
170 million population of Pakistan.2 They are graduating 900-1000 pharmacists each year. Nine pharmacy institutes (public and private as well
as registered and affiliated) are present in Lahore city only. All these institutes are located in big cities. Many pharmacy institutes are offering
co-education however; some institutes are devoted exclusively for only
female students such as Lahore College for Women University (a public
university) and the University of Faisalabad (a private university).
There is so-called merit or admission test to get into private pharmacy institutes. Most of them are money earning oriented corporations
for owners. However, there is tough competition for admission in public
pharmacy institutes. Approximately 15000 students applied for admission in all public pharmacy institutes in 2010 for only 900-1000 seats in
morning shift for open merit. In many pharmacy institutes, there are two
shifts of classes, morning and evening, due to which competition for admission has fallen to some extent. The rules and regulations of Pakistan
Pharmacy Council regarding admission to Pharm. D. are given in Table I.
During the golden period of education in Pakistan (year 2000-2007),
many new reforms in education including revision in curriculum were
introduced by Higher Education Commission (HEC) of Pakistan. During the same era, 2004 Baccalaureate of Pharmacy degree was modified
from Bachelor of pharmacy (B. Pharmacy, 4 year program) to Doctor of
Pharmacy (Pharm. D.; 5 year or 10 semester program).3
There are only two publications in the literature that describe the
current status of pharmacy education and practice in Pakistan.4,5 So, the
objective of this manuscript is to assess various shortcomings and possible instructions for further development of baccalaureate level pharmacy
education and its practice in Pakistan. Published literature, 4,5 program
websites and personal contacts with administrations of various universities is source of information for the completion of this manuscript.
Methodology
A random sample of 145 pharmacy teachers (Lecturers, Assistant
professors, Associate professors and Professors) were selected from 17
departments of pharmacy of public and private universities in eleven cities and were interviewed about their perception regarding key features
PHARMACY EDUCATION AND PRACTICE IN PAKISTAN: A GUIDE TO FURTHER DEVELOPMENT
141
TABLE I
Rules and regulations of PCP regarding admissions to pharmacy institutes6
A
Minimum academic requirements for admissions
The following shall be the minimum academic qualifications for admission of a
candidate to the First Professional of Doctor of Pharmacy Degree Course, namely:
Priority 1: The candidate shall have passed the Intermediate Science (HSS)
Examination (Medical Group), of a Board of Intermediate and Secondary
Education in Pakistan or the student shall have passed an examination of a
foreign institution or examining body, which is equivalent to the Intermediate
(HSS) Examination (Medical Group) of a Board of Intermediate and Secondary
Education in Pakistan. Equivalence to be determined by Inter Board Committee of
Chairman.
Priority 2: The candidate shall have passed a higher examination of a Pakistani
university with Biological Sciences provided that he has passed the Intermediate
(HSS) Examination (Medical Group) from a Board of Intermediate and Secondary
Education in Pakistan. The admissions granted on this qualification will not
exceed 10% of the total seats.
Admission to pharmacy institutions
1
Admission of students to pharmacy institutions including that to reserved
seats shall be strictly on merit.
A candidate seeking admission to a pharmacy institution shall possess
adequate mental and physical health.
Pharmacy institutions may allocate seats for children of registered
pharmacist provided that such seats shall not exceed 5% of total annual
admissions of students in the First Professional.
Pharmacy institutions shall allocate not more than 2% of the total annual
admissions of students in the First Professional for nominee of the
proprietors, partners and directors of pharmaceutical industry as specified in
the Companies Ordinance, 1984.
The optimum number of annual admissions of students in the first
professional in a pharmacy institution shall not be more than one hundred
(including the reserved seats) in each session subject to the capacity of
lecture rooms and the facilities in laboratories and libraries. However, the
number of sessions will not be more than one in an academic year.
The teacher and student ratio of 1:10, shall be maintained and adequate
facilities including that of hospital will be provided for teaching and training
of students.
The number of students working in groups in laboratories shall be no more
than three.
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and various shortcomings of pharmacy education and practice in Pakistan. Ethical approval for this study was obtained from the University of
Faisalabad.
The questionnaire used consisted of two parts. The first part of the
questionnaire included demographic queries and basic questions about
current status of pharmacy education and practice in Pakistan. The participants were asked to identify key shortcomings in the subject. The second part of the questionnaire included questions regarding approaches
necessary for the development of pharmacy education and practice in
Pakistan.
Different institutes were visited with prior consents and the questionnaires were presented to the participants to fill out personally during the interviews.
Results and Discussion
A total 145 pharmacy teachers of 17 departments of pharmacy out of
23 (74%), cooperated and agreed for interview. The age of most (73%) of
the teachers was in the range of 27-38 years, most (85%) were lecturers,
and their qualification was M. Phil. Majority (78%) of them were male.
The teaching experience in pharmacy of most of the teachers was 3 to 10
years. According to the opinion of pharmacy teachers, following various
challenges to pharmacy education and practice come across in Pakistan.
Student Issues
According to most (59%) of the pharmacy teachers, majority of students since their childhood have strong desire to become physicians.
Those who fail to achieve this goal join pharmacy program by chance,
not by choice. Due to this failure, most students are dejected and do not
take their keen interest in their studies and fail to become competent
pharmacists. Beside this, economic status of students (10%), increased
interest to extra-curricular activities (14%), lack of proper guideline (10%)
and similar other issues (7%) are challenges to pharmacy students.
Curriculum and Pedagogic Principles
Most (88%) of the teachers elaborated that a committee of pharmacy experts specialist in Pharmaceutics, Pharmaceutical chemistry and
PHARMACY EDUCATION AND PRACTICE IN PAKISTAN: A GUIDE TO FURTHER DEVELOPMENT
143
Phytochemistry was constituted in 2004 by HEC to design Pharm. D.
curriculum (Table II) under the rules and regulations of PCP regarding
curriculum (Table III).
In all pharmacy institutes, curriculum in first professional year
consists of same basic subjects such as pharmaceutics, pharmaceutical chemistry, and pharmacology and clinical pharmacy in later years.
There are no optional subjects in the curriculum of pharmacy. However,
every institute can adopt its own pedagogic principles.
Pharmacy program is a mixture of a variety of major subjects. It
is the responsibility of teachers to coordinate these distinct fields for
the ease of students as observed in the curriculum of advance countries.7 But our teachers are not imparting such knowledge that creates
a link within these different fields due to which students are unable to
understand actual sense of pharmacy education. Many (51%) teachers
expressed that report or thesis writing on a specific topic and then its
defense polishes creative abilities of students. This activity is not an integral part of Pharm. D. curriculum in Pakistan. As a result students do
not bother to collect latest knowledge and its application for the sake of
its usage in their work. It brings a negative effect on their part.
Accreditation
There are increasing number of private pharmacy institutes in country. PCP has established rules and regulations for the accreditation of
pharmacy institutes but their implication is very loose. Majority (67%)
of the teachers think that many institutes are violating the rules of PCP
such as enrollment of higher number of students than that of permitted,
twice registration in a year, deficiency of well equipped laboratories and
teaching staff, but no serious action is taken against such institutes.
These institutes are conducting pharmacy programs for profit and thus
are compromising quality for money.
Administration
Most (82%) of the teachers expressed that now a day a lot of research in various fields of pharmacy and their presentation through a
number of journals are being made through out the world. On the other
hand students in Pakistan are unable to get updated knowledge because
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TABLE II
Curriculum of all professional years of baccalaureate program of pharmacy (Pharm. D.) in
Pakistan
S.
No.
Subjects
First Professional Year
Credit hours
Marks
Theory
Practical
Theory
Practical
Pharmaceutical Organic Chemistry
100
100
Pharmaceutical Biochemistry
100
100
Physical Pharmacy
100
100
Physiology
100
100
Anatomy
50
Pharmaceutical Mathematics and
Statistics
100
Second Professional Year
7
Pharmaceutical Preparations
100
100
Pharmacology and Therapeutics-I
100
100
Pharmacognosy-I
100
100
10
Pharmaceutical Microbiology
100
100
11
Pakistan Studies and Islamiat
100
Third Professional Year
12
Pharmacology and Therapeutics-II
100
100
13
Pharmacognosy-II
100
100
14
Dispensing and Community Pharmacy
100
100
15
Instrumentation
100
100
Pathology
100
16
Fourth Professional Year
17
Hospital Pharmacy
100
18
Clinical Pharmacy-I
100
100
19
Industrial Pharmacy
100
100
20
Biopharmaceutics
100
100
21
Pharmaceutical Quality Management
100
100
Fifth (Final) Professional Year
22
Medicinal Chemistry
100
100
23
Clinical Pharmacy-II
100
100
24
Pharmaceutical Technology
100
100
25
Forensic Pharmacy
100
100
26
27
Pharmaceutical Management and
Marketing
Computer and its Application in
Pharmacy
Total
50
50
115
78
2600
1950
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PHARMACY EDUCATION AND PRACTICE IN PAKISTAN: A GUIDE TO FURTHER DEVELOPMENT
TABLE III
Rules and regulations of PCP regarding Pharm. D. curriculum
A
The following general principles shall be observed while formulating curriculum
and teaching Doctor of Pharmacy program, namely:
1
The institutions will follow the curriculum approved and notified by the
Pharmacy Council of Pakistan;
Lectures shall not be overloaded with unnecessary and irrelevant details;
More emphasis will be given to tutorials, seminars, workshops, practical work
and clinical training especially in the Fourth and Final Professional;
Clinical pharmacy and clinical pharmacy training shall be conducted
preferably in teaching/ (District Head Quarter) DHQ hospitals;
Appropriate arrangements shall be made for retail and community pharmacy
training;
The academic session will not be less than nine months in one academic year
or two semesters in one academic year;
The teachers must set exemplary attitude so as to inculcate qualities of
character and attitude expected of a good pharmacist.
All subjects shall be integrated.
administrations of institutes do not subscribe high impact journals. Public sector institutes are providing this facility through on-line subscription to some extent but students in private institutes are still deprived
of this source of latest knowledge. Many (49%) teachers told that all
universities appoint faculty members on permanent basis rather than
hiring faculty on tenure track so they are least interested in pedagogic
principles, research and students affairs. Few (17%) teachers pointed
out that politics and internal conflicts among faculty members (particularly in Public sector institutes) are barriers to academic and research
activities and thus majority of students avoid facing teachers due to the
fear of unexpected failure.
Majority (92%) of the teachers realize that most of the Ph. D. faculty
members are leaving their chairs in next 5 to 10 years. No sufficient
policy has yet been made to compensate these forthcoming intellectual
gaps. Though, there is some growing interest of pharmacy graduates in
higher education such as M. Phil and Ph. D., this professional force will
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not be equal to the retiring teachers. Government or HEC has taken no
serious step for this very critical issue.
Infrastructure
Many (53%) teachers are of the opinion that pharmacy profession has
undergone a so-called shift from B. Pharmacy to Pharm. D. (Patient oriented education) in Pakistan. However, there is no basic infrastructure
and economic resources in country to adopt this change. The allocation of
budget for the uplift of laboratories is very low, insufficient chemicals and
latest equipments, unavailability of latest software and hardware hinder
the students to get practical education. Pharmacy education and practice
in Pakistan is, therefore far behind developed countries. Most (62%) of the
pharmacy teachers express that Pakistan is currently facing deficiency
of highly qualified faculty in its all fields. Some subjects, such as clinical
pharmacy and Pharmacy Law, are being taught by inexperienced and
incapable teachers as no qualified personnel are available for these posts.
Regulations
Majority (73%) of the teachers express that no specific schedule is set
for students to work in some pharmaceutical organization for practical
experience except 2 or 3 one-day industrial visits during whole 5 year
degree program. However, students of 4th and 5th professional year visit
hospitals because of a major subject, clinical pharmacy. Pharm. D. is a
practice based profession but internship has not been declared compulsory after completion of program. Nevertheless, pharmacists are encouraged to do internship in some well established organizations.
Most organizations (pharmaceutical industries and hospitals) pay
nothing to pharmacist trainees, but they do not cost any fee for providing students with professional experience. However, some organizations
pay some remuneration to pharmacist trainees. Aga Khan Hospital Karachi is an example where approximately Rs. 7000 or 85 US$ are paid
monthly to the trainees, recruited through a strict selection procedure
that comprises of academic background, comprehensive written test and
interview.
Many (39%) point out that Pakistan Pharmacist Association (PPA),
only pharmacist association in country, is not working as efficient as
PHARMACY EDUCATION AND PRACTICE IN PAKISTAN: A GUIDE TO FURTHER DEVELOPMENT
147
it could and should. PPA should struggle to inculcate pharmacists best
role in National Health Policy and to improve pharmacy curriculum
and pharmacist caliber. Most (62%) of the teachers realize that another
critical problem is that many existing pharmacies are deprived of welltrained pharmacists. Therefore, medicines are being distributed without
strict control. Any person can purchase freely any medicine without prescription just like purchase of other wares. So pharmacist training is as
necessary as the revision of curriculum.
Miscellaneous
Beside above mentioned problems, all pharmacy teachers think that
there are many other challenges such as rare visits to pharmaceutical industry, no memorandum of understanding between institute and
pharmaceutical industry, no quota of pharmacists in competitive exams.
Pharmacy, in a net shell is a low income profession in country.
English as language of communication, use of traditional teachings
aids, white boards due to which fresh pharmacists are not carrying sufficient and updated knowledge add fuel to the fire to the dim scenario of
pharmacy.
Instructions for Further Development
According to the opinion of all pharmacy teachers, rules and regulations as mentioned in Table III and the below mentioned useful ideas
should be followed for the better future of pharmacy profession.
Student Issues
Many (69%) teachers propose that it is the need of time to conduct
seminars and educate public to realize them the scope and potential
job opportunities of pharmacy profession so that students may join this
profession by choice, not by chance. In this way, students will take keen
interest in their studies to become competent pharmacists eventually.
Most (59%) of the teachers also suggest that needy students should be
awarded scholarships to meet their educational expenses. Majority (87%)
of the teachers express that it is the moral responsibility of students to
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concentrate his education with their optimum effort and should consult
their teachers for any guidance.
Curriculum
All teachers were of the view that pharmacy is a continually developing field. Therefore, pharmacy curriculum should be revised regularly to
fulfill main national needs which can be more helpful to produce competent pharmacists. Subjects especially concerning to Pharm. D. such
as patient assessment, communication skills, pharmacotherapeutics
should be included to curriculum. Moreover, it will be helpful for pharmacists to enter pharmacy professions in advance countries such as UK,
USA, Canada and France. Basically, pharmacy education is a combination of many different fields. Thus, it is the responsibility of teachers and
other stakeholders to design a coordinated pedagogic model. An updated
curriculum is presented in Table V.
Accreditation
PCP accredits pharmacy programs through an ongoing review process because pharmacy is a continually developing profession. PCP independent panel of pharmacy experts consisting of academicians and
practitioners evaluate documented and established educational standards (Functions of PCP are given in Table IV).
For any institutes accreditation PCP sends comprehensive comments
after inspection and evaluation of that institute. These comments must
be addressed and their compliance with accreditation standards should
be ensured by the institute. PCP evaluates documented and established
educational standards again after an already given time period and decide according to situation for reconsideration, preliminary approval (At
admission of institutes first batch into the program after successful initial evaluation), provisional accreditation (If an institute fulfills all major
accreditation requirements usually after its first year of teaching) or full
accreditation (If a provisionally accredited institute fulfills all accreditation requirements usually after its first batch of graduates has passed out)
for undefined tenure. PCP keeps institutes under observation continually
even after accreditation. However, accreditation should be given for specific time-period such as 2 or 3 years and then PCP should revaluate educational standards because pharmacy is a continually developing profession.
PHARMACY EDUCATION AND PRACTICE IN PAKISTAN: A GUIDE TO FURTHER DEVELOPMENT
149
TABLE IV
Functions of PCP
S. No.
Functions of PCP
To approve examinations in pharmacy for the purpose of qualifying persons
for registration as practicing pharmacists
To prescribe the subjects in which approved examination will be held.
To approve the courses of study and practical training in pharmacy for the
purpose of admission to approved examinations.
To prescribe the conditions and procedure for admission of candidates to an
approved examination
To lay down the standard of teaching to be maintained by institutions
conducting the approved courses of study.
To prescribe the equipment and facilities to be made available to the students.
To recognize degree or diplomas in pharmacy for the purpose of registration
as pharmacist.
To cause inspection of institutions which conduct any courses of study in
pharmacy and of the teachings imparted and examinations held by them.
The participants of this study suggest that trend for violating rules
and regulations of PCP should be discouraged keeping private institutes
under continuous observation even after accreditation and holding examination of all pharmacy institutes by a central agency, such as University of Pharmaceutical Sciences.
Administration
Fifty percent participants propose that faculty members should be
trained for problem oriented teaching as practice makes a man perfect.
Few (21%) teachers comment that government should appoint faculty on
tenure track which may be extended in case of good performance. Similarly, administrations of pharmacy institutes should provide students
with free access to high impact journals.
Infrastructure
Many (65%) teachers think that though pharmacy profession has
undergone a so-called movement from B. Pharmacy to Pharm. D. (Patient
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TABLE V
Proposed curriculum of all professional years of baccalaureate program of pharmacy
(Pharm. D.) in Pakistan
Nature
S.
Credit
Subjects
(Theoretical=T
Marks
No.
hours
and Practical=P)
First Professional Year
1
Pharmaceutical Organic Chemistry
T&P
200
Pharmaceutical Biochemistry
T&P
200
Physical Pharmacy
T&P
200
Physiology
T&P
200
Anatomy
Pharmaceutical Mathematics and
Statistics
Public Health
50
100
100
6
7
Second Professional Year
8
Pharmaceutical Preparations
T&P
200
Pharmacology and Therapeutics-I
T&P
200
10
Pharmacognosy-I
T&P
200
11
Pharmaceutical Microbiology
T&P
200
12
Microbiological Medicines Production
T&P
200
13
Pharmaceutical Immunology
T&P
200
14
Pharmaceutical Biotechnology
T&P
200
15
Genetics and Pharmacogenomics
T&P
200
Medicine Design and Analysis
T&P
200
16
Third Professional Year
17
Pharmacology and Therapeutics-II
T&P
200
18
Pharmacognosy-II
T&P
200
19
Dispensing and Community Pharmacy
T&P
200
20
Instrumentation
T&P
200
21
Pathology
T&P
100
22
Oncological and Psychiatric Pharmacy
T&P
200
23
Neurological and Cardiovascular
Pharmacy
24
Fourth Professional Year
25
Hospital Pharmacy
T&P
100
26
Clinical Pharmacy-I
T&P
200
27
Industrial Pharmacy
T&P
200
28
Biopharmaceutics
T&P
200
29
Pharmaceutical Quality Management
T&P
200
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PHARMACY EDUCATION AND PRACTICE IN PAKISTAN: A GUIDE TO FURTHER DEVELOPMENT
Fifth (Final) Professional Year
30
Medicinal Chemistry
T&P
200
31
Clinical Pharmacy-II
T&P
200
32
Pharmaceutical Technology
T&P
200
33
Forensic Pharmacy
100
200
T&P
100
200
248
6050
34
35
36
Pharmaceutical Management &
Marketing and Pharmacoeconomics
Computer and its Application in
Pharmacy
Project
Total
oriented education) in Pakistan, yet basic infrastructure and economic
resources are insufficient. Sufficient budget should be allocated for uplifting patient and laboratory oriented training.
Most (72%) of the teachers also suggest that the stakeholder, HEC
should make short and long term policies to produce a team of highly
qualified faculty to replace retiring staff. Short term strategy may include hiring of highly qualified faculty from various advance countries.
While, national competent students having keen interest in advance education should have the facility of sponsorship for higher education in
technologically developed countries.
Regulations
The rules and regulations for the development of pharmacy profession regarding may be evaluated according to the need of the country,
establishment of training based Pharm. D. program and creation of potential job opportunities.
Need of the Country
Majority (92%) of the teachers agree that pre-registration training must
be an integral part of Pharm. D. program. PCP should not issue license for
pharmacy practice immediately after the completion of university based
five year degree program. Internship in candidates desired field, hospital, industry, community pharmacy under the supervision of a registered
pharmacist should be compulsory for baccalaureate degree of pharmacy
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at the end of 5th professional year. The duration of internship should be
at least of one year followed by a comprehensive practical test, provision
of counseling to patient on a disease issue (clinical pharmacy), prescription dispensing (hospital pharmacy), people education for some epidemiological problem (community pharmacy), development of some formulation
(industrial pharmacy). The successful specialized candidates should be
considered eligible for license. The internship in hospital or some other
pharmacy organizations leads to pharmacy careers in hospitals or public health. Hospital pharmacists may perform multifunctional duties as
assigned by administration, such as hospital pharmacist has to purchase chemicals, develop formulations and perform quality control tests
on these dosage forms. They also manage radiopharmaceuticals, sterile
instruments, meetings with health care personnel and many other activities. The training in advance subjects such as biotechnology, genetics,
pharmacogenomics, and pharmacoeconomics lead to careers in teaching
and research. Internee pharmacists can also join analytical (chemical as
well as microbial) laboratories to gain expertise in pharmacoepidemiology,
pharmacotoxicology, pharmacokinetics, gene therapy, hospital hygiene,
biotechnology and nanopharmaceuticals.
Establishment of Training Based Pharm. D. Program
About 66% of the teachers agree that exposure to actual working
premises of pharmacy practice should be an integral part of the curriculum in every professional year like advance countries such as France
and UK.8-9 After completion of 2nd professional year, students should be
placed in some medicine dispensing premises for at least 3 months, suitable in summer vacations of the same duration. The rationale of this
activity is to make students capable of dosage adjustment and its schedule. Similarly, students after completion of 3rd professional year should
be placed in some community pharmacy practice for at least 3 months.
The objective of this placement is to make students capable of counseling
patients to get optimum therapeutic outcome of medicines. At the end of
4th professional year, students should be placed in clinical setting for at
least 3 months. This activity will enable students to talk patients directly
and assess disease state. Students should be placed in pharmaceutical
industries for at least 2 weeks each year for learning dosage from development techniques.
PHARMACY EDUCATION AND PRACTICE IN PAKISTAN: A GUIDE TO FURTHER DEVELOPMENT
153
Creation of potential job opportunities
Most (79%) of the teachers propose that medicines should be categorized into various classes according their sale and supply. The health authorities should make a class of safe medicines for prescription by pharmacists. This rule will reduce burden from the shoulders of physicians
and enhance pharmacists role in health care delivery system, ultimately
creation of potential job opportunity for pharmacists. Moreover, pharmacists can be motivated to work in community pharmacies to achieve their
level of satisfaction. Pharmacists should be allowed to prescribe drugs
other than potent and harmful drugs such as Tranquilizers. Moreover,
pharmacists should be allowed to substitute drug products on the basis
of efficacy and price. In this way, the patients pharmacotherapy can be
optimal and the pharmacist can have a good income. Potential job opportunities can also be created by producing the role of clinical pharmacist in National Health Policy. In this way, present nature of pharmacist
job (manufacturing and marketing oriented, (Table VI) in Pakistan can
become patient oriented.
Miscellaneous
Few (18%) teachers suggest that animations should be used to make
students better understand. Teachers should deliver compact and integrated lectures. Class quiz and general discussion should be compulsory during degree program. Its marks should be counted in final result.
Some (14%) teachers also express that memorandum of understanding
should be signed with institutes having an excel in the field of pharmacy
to exchange students and faculty members for the development of this
profession. Most (87%) of the teachers demand that optional subjects,
relevant to pharmacy, should be available for pharmacists for national
and provincial level competitive examination.
Conclusions
Pharmacy education and practice in Pakistan needs drastic improvement in the curriculum, infrastructure, administration, regulations and accreditation criteria for movement to Pharm. D., a patient
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TABLE VI
Areas of current pharmacy practice in Pakistan
S.
No.
Area of pharmacy practice
Pharmacists
working (%)
Government employment (Federal and provincial drug
inspectors and hospital pharmacists)
Hospital pharmacists in private hospitals (For example, Ahga
Khan Hospital Karachi, Shoukat Khanum Hospital Lahore and
Children Hospital Lahore)
Pharmaceuticals sales promotion (Medical representatives)
39
Pharmaceutical industries
27
Teaching
15
Others
10
oriented profession. These measurements can enhance pharmacists role
in health care provisions in Pakistan and can enable Pakistani pharmacists to compete with the international pharmacist community, so that
their degrees will earn better respect even in developed countries.
Acknowledgements
The authors are grateful to the Heads/Chairmen/Deans and teachers
of all pharmacy institutes for contributing necessary information to complete this manuscript on pharmacy education and practice in Pakistan.
Summary
The objective of this article is to identify possible causes for the below par standard of the pharmacy education and practice in Pakistan
and some remedial measures for bringing it closer to the advance standards. One hundred and forty five pharmacy teachers from 17 departments of pharmacy of public and private universities were interviewed
about their perception regarding key features and various shortcomings
PHARMACY EDUCATION AND PRACTICE IN PAKISTAN: A GUIDE TO FURTHER DEVELOPMENT
155
of pharmacy education and practice in Pakistan. In Pakistan, pharmacists role is not squeezed into national health policy which should be accomplished on priority basis to uplift this profession. In addition, pharmacy institutes need improvement in academic and research facilities
qualitatively, not quantitatively. Moreover, pharmacy curriculum needs
drastic revision on regular basis for moving to Pharm. D. requirements.
Young academicians should be sent to developed countries to get higher
education in new subjects of pharmacy to achieve long run goals. As
short term policy, well reputed foreign faculty members should be hired
and an efficient coordination should be developed between pharmacy
institutes, pharmaceutical industries and Pharmacy Council of Pakistan (PCP). Pharmacy education and practice in Pakistan needs drastic
improvement in the curriculum, infrastructure, administration, regulations and accreditation criteria for movement to Pharm. D.
Key words : Pharmacy education, Pharmacy practice, Curriculum,
Infrastructure, Regulations.
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