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National assessment of pharmaceutical workforce and education using the International Pharmaceutical Federation’s global development goals: a case study of Qatar
Article Number: SIS187902AI150123
15th January, 2023
Author(s):
Banan Abdulrzaq Mukhalalati, Meram Mohamed Mahmoud Elsayed Ibrahim, Majdoleen Omar Al Alawneh, Ahmed Awaisu, Ian Bates & Lina Bader
Abstract:
- Background: The sustainable development goals were launched by the United Nations in 2015. Its ffth goal was
describing the achievement of universal health coverage by 2030. This goal reafrms the importance of investing in
the development and training of the global health workforce. In alliance with this, the International Pharmaceutical
Federation (FIP) has published reports about pharmacy workforce planning in several countries. However, data about
Qatar were not included in these reports. In 2017, FIP developed a transformational roadmap of pharmaceutical workforce and education. One systematic framework component of the roadmap is the Pharmaceutical Workforce Development Goals (DG[w]s) that were released in late 2016 and subsequently incorporated into the more comprehensive
Global Development Goals1
in 2020, encompassing not only workforce development, but additionally practice and
pharmaceutical science development. This study aimed to evaluate the current situation of pharmacy workforce and
education in Qatar in relation to the original 13 Pharmaceutical Workforce Development Goals (DG[w]s). The objective was to identify the gaps in pharmacy workforce and education and to recommend evidence-led strategies to be
included in both the Ministry of Public Health and the Qatar University College of Pharmacy workforce development
plans.
Methods: Three rounds of conventional Delphi technique were conducted with expert panels of key decision-makers in pharmacy practice from the College of Pharmacy at Qatar University and the Ministry of Public Health, utilizing
the FIP’s self-assessment survey. Qualitative content analysis was used to analyze and prioritize the identifed gaps
from the collected data. DG[w] was considered “met” if all the provided indicators were achieved, “partially met” if at
least one of the indicators were achieved, and “not met” if none of the indicators were achieved
Results: The lack of competency framework (DG[w]5), workforce data (DG[w]12), and workforce policy formation
(DG[w]13) are three major gaps in the provision of pharmaceutical workforce and pharmacy education in Qatar,
infuencing other DG[w]s. These gaps need to be addressed by the formation of Qatar Pharmaceutical Association
through which academic, practice, and policymaking sectors can work together in developing health workforce intelligence system.