ArticleJournal of pharmaceutical policy and practice2026
Assessing academic capacity and quality assurance in pharmacy education: a focus on the Eastern Mediterranean region.
Article in Journal of pharmaceutical policy and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- From Classroom to Cleanroom: Evaluating Industrial Field Visits as a Pedagogical Tool in Parenteral Pharmaceutical Manufacturing and Quality Control Education.Pharmacy (Basel, Switzerland) · 2026Article
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Authors and funding
4 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Background: 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. Methods: 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. Results: 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. Conclusion: 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.
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