A Postgraduate Clinical Pharmacy Programme in Ghana

Authors

  • M. Duwiejua Department of Clinical and Social Pharmacy, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
  • B.P. Anto Department of Clinical and Social Pharmacy, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
  • K.O. Buabeng Department of Clinical and Social Pharmacy, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
  • F.T. Owusu-Daaku Department of Clinical and Social Pharmacy, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana;
  • L. Matowe Department of Pharmacy Practice, Faculty of Pharmacy, Kuwait University, Kuwait
  • I.T.S. Cunningham School of Pharmacy, Faculty of Health and Social Care, The Robert Gordon University, Aberdeen, Scotland, UK
  • D.C. Stewart School of Pharmacy, Faculty of Health and Social Care, The Robert Gordon University, Aberdeen, Scotland, UK
  • T.R.P. Dodd Formerly of the Ghana National Drugs Programme, Ministry of Health, Accra, Ghana

Keywords:

Clinicalpharmacy, Training, Postgraduate, Experiential learning, Ghana

Abstract

We describe pharmacy training in Ghana with an emphasis on postgraduate clinical pharmacy education in the country. The Ghanaian clinical pharmacy programme was compared with the Robert Gordon University pre-1999 clinical pharmacy course because of the historical links between the two programmes. The course is delivered by distance learning over two years supplemented with one day residential tutorial pro- grammes conducted by practising pharmacists and physicians. The course is open to pharmacy graduates with at least three years work experience. Successful candidates are awarded M.Sc degrees in clinical pharmacy. There are no exit points for intermediate qualifications.
Baseline data is being collected to be used to measure the impact of our programme on pharmacy practice. Clinical pharmacy practice can only make a significant impact on health delivery in Ghana if there are enough working clinical pharmacists. Continuous staff development, recruitment and functional links with other schools of pharmacy are priorities in our efforts to keep pace with current trends in pharmacy education.

References

Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development (Prentice-Hall Inc., New Jersey).

Stewart, D., Cunningham, S., Krska, J., McCaig, D., Kendle, K. and Bell, J. (1999) “Undergraduate experiential clinical teaching: a positive contribution to pharmaceutical care”, Pharm. J. 262, 812 – 814.

Strand, L. (1997) “Pharmaceutical care: the Minnesota model”, Pharm. J. 258, 899–904.

The World Fact book-Ghana, www.cia.gov/cia/publications/factbook/geos/gh.html (accessed 18 Sept 2003).

World Health Organisation (1994a) “The role of the pharmacist in the health care system”, Report of a WHO Consultative Group, New Delhi, India, 13 – 16 December 1988, WHO/ Pharm/94.569.

World Health Organisation (1994b) “The role of the pharmacist: quality pharmaceutical services – benefits for governments and the public”, Report of a WHO Meeting, Tokyo, Japan, 31 August–3 September 1993, WHO/Pharm/94.569.

World Health Organisation (1997) Revision of Undergraduate Pharmacy Curricula–Report on an informal consultation in Nyanza, Zimbabwe. WHO/DAP/98.1

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Published

11-08-2004

How to Cite

Duwiejua, M., Anto, B., Buabeng, K., Owusu-Daaku, F., Matowe, L., Cunningham, I., Stewart, D., & Dodd, T. (2004). A Postgraduate Clinical Pharmacy Programme in Ghana. Pharmacy Education, 4(4). Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/73

Issue

Vol. 4 No. 4 (2004)

Section

Research Article

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