Education and training of pharmacists: comments on sustaining continuous improvement

To examine three approaches to improving the education and training of pharmacists and their interrelationships.

American Association of Colleges of Pharmacy, American Society of Health-System Pharmacists, National Center for Education Statistics, and peer-reviewed pharmacy literature.

The education of pharmacists continues to change based on a paradigm of continuous quality improvement and broad agreement that many newly graduated pharmacists are not ready to practice in all practice settings. This commentary looks at three avenues for change: increased prepharmacy coursework up to a baccalaureate degree, more clinical experience during the professional Doctor of Pharmacy program, and postgraduate professional residencies. The three avenues are examined in terms of feasibility, unanswered questions, and interrelationships among the variables.

The interrelationships among the three approaches for change suggest a coordinated approach in which progress in each area informs the others. Requiring additional prepharmacy coursework up to a baccalaureate degree is feasible and likely sustainable relative to total number of awarded and projected baccalaureate degrees. Higher undergraduate academic expectations can provide "space" in the pharmacy curriculum for more clinical education. The space makes more clinical education possible, with the caveat that more clinical education will require many more residency-trained pharmacists to serve in faculty positions. Residency growth could generate needed additional qualified faculty members and preceptors. Further evolution in pharmacist education and training should be driven by the goal of advancing the profession's leadership in improving the safety and quality of the medication-use process.