World health organization workforce

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INTRODUCTION

As per World Health Organization (WHO) worldwide dearth of healthcare workforce is estimated to be more than 4 million (1). Pharmacist being the core loop in the healthcare chain also falls short of demand both in the developed and developing countries (2-4). A wave of establishment of new pharmacy schools to meet the workforce shortage is seen in many countries around the globe (5-7).

Academic pharmacist is the most important element that nurtures future practitioners and inculcates not only the technical skills but also foster empathy and care, thus enable a prospective graduate to be a better resource person for patients and other healthcare providers. Academic pharmacists are either full-time or part-time faculties in an educational setting involved right from teaching to research and administration. Thus a career in pharmacy academics is productive and competitive not only in terms of scientific discovery but also transform future practitioners to be competitive for education, research, practice, professional organizations and policy development (8).

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Within last decade pharmacy education in Pakistan evolved to provide world class graduates and in context to that around 17 pharmacy institutes earned accreditation by the Pharmacy Council of Pakistan (a professional body responsible for the development of pharmacy education in the country) (6). Similarly the conversion of four-year Bachelor of Pharmacy (BPharm) Program to five-year Doctor of Pharmacy (Pharm D) opened new avenues of jobs opportunities in academia as well as pose additional responsibilities on the academic pharmacists. Studies have been conducted in context of attracting and retaining faculty (9) and job satisfaction among academic faculty (10-12).

The objectives of this study were to: (i) explore the reasons to join academics, and (ii) evaluate the perception of academic pharmacists regarding their career growth and job satisfaction.

REFERENCES

  1. World Health Organization. The world health report 2006: working together for health. 2006. Available at: http://www.who.int/whr/ 2006/en/. Accessed April 11, 2009.
  2. Pharmacy Manpower Project. Aggregate de­mand index. www.pharmacymanpower.com (accessed 2008 October 10)
  3. Chan XH, Wuliji T. Global Pharmacy Workforce and Migration report. International Pharmaceutical Federation (FIP); 2006.
  4. Share of the world's pharmacists 2008. Worldmapper. Available at: www.worldmapper.org. Accessed November 11, 2008
  5. Kheir N, Zaidan M, Younes H, Hajj ME, Wilbur K, Jewesson PJ. Pharmacy education and practice in 13 Middle Eastern countries. Am J Pharm Educ. 2008;72(6):article 133.
  6. Babar ZU. Pharmacy Education and Practice in Pakistan [letter]. Am J Pharm Educ. 2005;69(5) Article 105.
  7. Arjuna P. Dutta. India to introduce five-year doctor of pharmacy program. Am J Pharm Educ. 2007;71:38.
  8. Cobaugh DJ. Academia: A rewarding and critically important career path. Am J Health Syst Pharm. 2005 Jun 1;62(11):1204.
  9. David A. Latif. Attracting and retaining faculty at new schools of pharmacy in the United States [Guest Editorial]. Pharmacy Education. 2005; 5(2): 79 - 81
  10. Stajich GV, Murphy JE, Barnett CW. Job satisfaction of pharmacy faculty: a preliminary examination. Am J Pharm Educ. 1988; 52:64-7.
  11. Latif DA, Grillo JA. Satisfaction of junior faculty with academic role functions. Am J Pharm Educ. 2001;65:137-44.
  12. Spivey CA, Chisholm-Burns MA, Murphy JE, Rice L, Morelli C. Assessment of and recommendations to improve pharmacy faculty satisfaction and retention. Am J Health Syst Pharm. 2009; 66(1):54-64