Pharmacy Education journal provides a research, development and evaluation forum for communication between academic teachers, researchers and practitioners in professional and pharmacy education, with an emphasis on new and established teaching and learning methods, new curriculum and syllabus directions, educational outcomes, guidance on structuring courses and assessing achievement, and workforce development. It is a peer-reviewed online open access platform for the dissemination of new ideas in professional pharmacy education and workforce development. Pharmacy Education supports Open Access (OA): free, unrestricted online access to research outputs. Readers are able to access the Journal and individual published articles for free - there are no subscription fees or 'pay per view' charges. Authors wishing to publish their work in Pharmacy Education do so without incurring any financial costs.
The Journal also recognises the importance of policy issues and current trends in the context of education, professional development and workforce.
The Journal publishes reports of research and innovation in all aspects of professional pharmacy education and training, case studies, country studies, innovations in laboratory and professional educational practice, workforce issues and development, reviews and reports on information technology in education and reviews of current literature.
The Journal has a clear international perspective, and has a longstanding policy of facilitating publication, in particular for younger Faculty, and those authors whose first language may not be English, and manuscripts from all regions seeking low cost engagement with the wider global community.
The Journal is published by the International Pharmaceutical Federation (FIP) and is aligned to the global mission of advancing education, advancing practice and advancing science.
The following CV19 Special Collection bring together some of the global responses to teaching, learning and delivery in pharmacy education during the challenging climate of the COVID-19 pandemic.
The Collection comprises Case Studies (Part1), Invited Editorials (Part 2) and Research Manuscripts (Part 3).
Special thanks are extended to Miss Alexandra Darby and Miss Antke Hommers for publication support, and Mrs Lawrencia Louise Brown for her introduction to the Case Study Collection.
Senior Associate Editor Dr. Jennifer Marriott provided the editorial expertise for the Invited Editorials (Part 2) and Research Manuscripts (Part 3). Her effort and time are greatly apprecited.
Prof Ian Bates (Editor-in-Chief)
Prof Tim Rennie (Editor)
Ms Kulvinder Rennie (Managing Editor)