2010 psz guidelines for pharmacy training programs accreditation process 1

PSZ Guidelines for Accreditation Process of Pharmaceutical Education & Training / Version 2010 / LTMM
(1) AACP Commission to Implement Change in Pharmaceutical Education. “The Responsibility of
Pharmaceutical Education for Scholarship, Graduate Education, Fellowships, and Postgraduate Professional
Education and Training”. American Association of Colleges of Pharmacy. Strategic Plan 2004. (2) The American
Journal of Pharmaceutical Education (3) American Association of Colleges of Pharmacy. Cumulative Policies,
1980-2004. (4) AACP Graduate and Academic Affairs Committee. “Pharmacy Scholarship Reconsidered. The
Report of the 2003-2004 Research and Graduate Affairs Committee”.
PHARMACEUTICAL SOCIETY OF ZAMBIA
EDUCATIONAL & TRAINING
GUIDELINES
Version 2010
(Second Version 2010)

1 PSZ Guidelines for Accreditation Process of Pharmaceutical Education & Training / Version 2010
Content Page
Chapter 1 03
Chapter 2 31
Chapter 3 40
Chapter 4 56
Chapter 5 61
Chapter 6 86
Chapter 7 99

Chapter 1
Vocational Standards for Trained Pharmaceutical Persons (Pharmacists,
Pharmaceutical Scientists, Pharmaceutical Technologists etc)
Introduction
American Association of Colleges of Pharmacy (AACP), founded in 1900, is the national organization
representing the interests of pharmacy education. The establishment mission of AACP has been to
lead nationally and partner with local and global membership in advancing pharmacy education,
research, scholarship, practice and service to improve both local and global health of people (1). For
the Commission to Implement Change in Pharmaceutical Education was charged in July, 1989 with
the task of developing a series of recommendations to guide pharmaceutical education as it evolves
to meet the changing demands of the profession, the health care system and society (2). As a
principal means of carrying out its charge, the Commission circulated quick survey data collecting
tools with contributions both nationally and globally that were all recommended for consideration
and acceptance by the AACP Board of Directors and the AACP House of Delegates and
implementation by AACP (1). The intentions of the Commission is that schools and colleges of
pharmacy and individual pharmacy educators is to use respective background statements and
recommendations in evaluating and refining existing educational efforts and in designing and
implementing new educational locally but in agreement with global standards (Zambia was opted
into this framework through its FIP membership in 2007).
As part of the guidance from the commission, each formulated institutional mission of
pharmaceutical education must be intended to provide an affirmative direction for the national
"enterprise" of pharmaceutical education with direct connectivity to the mission of pharmacy
practice within the boundaries of the institutional training with the following responsibilities:
 Pharmaceutical education is responsible for preparing students to enter into the practice of
pharmacy and to function as professionals and informed citizens in a changing health care
system.
 Pharmaceutical education is responsible for generating and disseminating new knowledge
about drugs and about pharmaceutical care systems.
 Pharmaceutical education inculcates students with the values necessary to serve society as
caring, ethical, learning professionals and enlightened citizens.
 Pharmaceutical education provides students with scientific fundamentals and fosters
attitudes necessary to adapt their careers to changes in health care over a lifetime.
 Pharmaceutical education encourages students prior to and after graduation to take active
roles in shaping policies, practices and future directions of the profession.
 Pharmaceutical education maintains a dynamic, challenging and comprehensive curriculum
which provides:
- General education in the sciences and humanities;
- A foundation in the administrative, biological, biomedical, clinical, pharmaceutical,
physical and social sciences that are the basis for pharmaceutical care and underlying
research;
- Experiences in developing communicative, interpersonal and problem-solving skills;
- A foundation in social, ethical, legal and economic issues involved in pharmacy and
health care;
- Experiences in practice management and the provision of pharmaceutical care in a
variety of contemporary pharmacy practice settings and environments.

 Pharmaceutical education promotes advances in pharmaceutical care by fostering
postgraduate residencies and fellowships in the clinical sciences and differentiated areas of
pharmacy practice.
 Pharmaceutical education provides structured postgraduate education and training through
which practitioners maintain their competence and acquire new competencies to serve the
changing needs of society.
 Pharmaceutical education is responsible to the profession and to society for generating new
knowledge about drugs, drug products, drug therapy and drug use through the conduct of
basic and applied research.
 Pharmaceutical education promotes the pharmaceutical sciences by fostering graduate
education and research within its schools and colleges.
 Pharmaceutical education is responsible for both professional education and graduate
education for research by preparing students to discover new knowledge, primarily by the
use of the scientific method - The goal is to prepare scholars to perform independent,
creative research that addresses important questions related to the discovery and use of
drugs.
 Pharmaceutical education continually evaluates its mission, objectives, goals and outcomes
and determines and implements necessary changes in the nature and scope of education
and research performed within the purview of pharmaceutical education.
Reference:
1. AACP Commission to Implement Change in Pharmaceutical Education. “The Responsibility of Pharmaceutical Education for
Scholarship, Graduate Education, Fellowships, and Postgraduate Professional Education and Training”. American
Association of Colleges of Pharmacy. Strategic Plan 2004.
2. The American Journal of Pharmaceutical Education
3. American Association of Colleges of Pharmacy. Cumulative Policies, 1980-2004.
4. AACP Graduate and Academic Affairs Committee. “Pharmacy Scholarship Reconsidered. The Report of the 2003-2004
Research and Graduate Affairs Committee”.

A. Pharmacists
1. Description of Practice Roles
 The following are some of the operational roles but not exhaustively for
pharmacists to perform in expected competent ways:
 Prepare medications by reviewing and interpreting physician orders;
detecting therapeutic incompatibilities.
 Dispense medications by compounding, packaging, and labeling
pharmaceuticals.
 Provide the prescribed medicines accompanied with proper and
effective message from the point of source, through the drug-carrier
systems to the end-use points (patients).
 Control medications by monitoring drug therapies; advising interventions.
 Complete pharmacy operational requirements by organizing and directing
technicians' work flow; verifying their preparation and labeling of
pharmaceuticals; verifying order entries, charges, and inspections.
 Provide pharmacological information by answering questions and requests of
health care professionals; counseling patients on drug therapies.
 Develop hospital staff's pharmacological knowledge by participating in clinical
programs; training pharmacy staff, students, interns, externs, residents, and
health care professionals.
 Comply with state drug laws as regulated by the state regulatory body of
pharmacy, the drug enforcement administrative body, and the food and drug
administration by monitoring all health drug utilizing occupational activities
in the country through the operational unit inspections; maintaining records
for use-restricted substances; removing outdated and damaged drugs from
the pharmacy inventory; supervising the work results of support personnel;
maintaining current registration; studying existing and new legislation;
anticipating legislation; advising management on needed actions.
 Protect patients and pharmaceutical support by adhering to infection-control
protocols.
 Maintain safe and clean working environment by complying with procedures,
rules, and regulations.
 Maintain pharmacological knowledge by attending educational workshops;
reviewing professional publications; establishing personal networks;
participating in professional societies.
 Contribute to team effort by accomplishing related results as needed.
 Provide expert knowledge about the composition of drugs, including
their chemical, biological, and physical properties and their
manufacturing process and use.
 Educate consumers and patients on the use of prescriptions and
over-the-counter medications, and provide advice to physicians, nurses,
and other health professionals on drugs selection and utility on the
following health service lines:

 Selection
 Dosage
 Interactions
 Side effects of medications
 They ensure drug purity, strength during compounding and manufacturing, also assure
theend-usersthatdrugs do not interact in a harmful way.
 Pharmacists are drug experts ultimately concerned about their patients’ health
andwellnesstodothefollowing:
 Develops hospital staff's pharmacological knowledge by participating
in clinical programs; training pharmacy staff, students, interns,
externs, residents, and other health care professionals.
 Complies with state and regional drug laws as regulated by the state
boards of pharmacy, the drug enforcement administration, and the
food and drug administration by monitoring all drugs utilizing health
unit; maintaining records for controlled substances; removing
outdated and damaged drugs from the pharmacy inventory;
supervising the work results of support personnel; maintaining
current registration; studying existing and new legislation; anticipating
legislation; advising management on needed actions.
 Protects patients and technicians by adhering to infection-control
protocols.
 Maintains safe and clean working environment by complying with
procedures, rules, and regulations.
 Maintains pharmacological knowledge by attending educational
workshops; reviewing professional publications; establishing personal
networks; participating in professional societies.
 Contributes to team effort by accomplishing related results as
needed.
2. List of Practice Responsibilities
 The following are some of the practicing responsibilities but not exhaustively for
pharmacists to perform in expected competent ways:
 Provide Information and Advice regarding drug interactions, side effects,
dosage, and proper medication storage.
 Review prescriptions to assure accuracy, to ascertain the needed ingredients,
and to evaluate their suitability.
 Maintain Records, such as pharmacy files, patient profiles, charge system
files, inventories, control records for radioactive nuclei, or registries of
poisons, narcotics, or controlled drugs.
 Plan, Implement, or Maintain procedures for mixing, packaging, or labeling
pharmaceuticals, according to policy and legal requirements, to ensure
quality, security, and proper disposal through the process of compounding
pharmacy.
 Order and Purchase pharmaceutical supplies, medical supplies, or drugs,
maintaining stock and storing and handling it properly.

 Compound and Dispense medications as prescribed by doctors and dentists,
by calculating, weighing, measuring, and mixing ingredients, or oversee these
activities.
 Assess the identity, strength, or purity of medications.
 Analyze prescribing trends to monitor patient compliance and to prevent
excessive usage or harmful interactions.
 Provide Specialized Services to help patients manage conditions such as
diabetes, asthma, smoking cessation, or high blood pressure.
 Advise Customers on the selection of medication brands, medical
equipment, or healthcare supplies.
 Refer Patients to other health professionals or agencies when appropriate in
terms of both minor and major disease symptoms.
 Collaborate with other health care professionals to plan, monitor, review, or
evaluate the quality or effectiveness of drugs or drug regimens, providing
advice on drug applications or characteristics.
 Teach Pharmacy Students serving as interns in preparation for their
graduation or licensure.
 Manage Pharmacy operations, hiring or supervising staff, performing
administrative duties, or buying or selling non-pharmaceutical merchandise.
 Offer Health promotion or prevention activities, such as training people to
use blood pressure devices or diabetes monitors.
 Update or troubleshoot pharmacy information databases.
 Work in hospitals or clinics or for Health Management Organizations (HMOs),
dispensing prescriptions, serving as a medical team consultant, or specializing
in specific drug therapy areas, such as oncology or nuclear pharmacotherapy.
 Work in pharmaceutical industrial sectors to ensure quality processing of
pharmaceutical products by adhering to Good Manufacturing Practices
(GMP), Good Quality Control (GQC), Good Pharmaceutical Supply Chain
Management (GPSCM), Good Compounding Pharmacy Practice (GCPP) and
Good Dispensing Practice (GDP)
 Prepare sterile solutions or infusions for use in surgical procedures,
emergency rooms, or patients' homes.
 Publish pharmaceutical educational information for other health workers
and patients on drug chemical research outcomes.
3. Principle Work Activities for Practicing Pharmacists
 The following are some of the major work activities but not exhaustively for
competent practicing pharmacists in different professional field work fields:
 Updating and Using Relevant Knowledge - Keeping up-to-date technically
and applying new knowledge to your job.
 Interacting With Computers - Using computers and computer systems
(including hardware and software) to program, write software, set up
functions, enter data, or process information.

 Getting Information - Observing, receiving, and otherwise obtaining
information from all relevant sources that has direct and indirect effect on
pharmacy practice.
 Processing Information - Compiling, coding, categorizing, calculating,
tabulating, auditing, or verifying information or data on pharmaceutical care
service.
 Documenting/Recording Information - Entering, transcribing, recording,
storing, or maintaining information in written or electronic/magnetic form.
 Evaluating Information to Determine Compliance with Standards - Using
relevant information and individual judgment to determine whether events
or processes comply with laws, regulations, or standards.
 Making Decisions and Solving Problems - Analyzing information and
evaluating results to choose the best solution and solve problems.
 Performing for or Working Directly with the Public - Performing for people
or dealing directly with the public. This includes serving customers in
restaurants and stores, and receiving clients or guests.
 Assisting and Caring for Others - Providing personal assistance, medical
attention, emotional support, or other personal care to others such as co-
workers, customers, or patients.
 Identifying Objects, Actions, and Events - Identifying information by
categorizing, estimating, recognizing differences or similarities, and detecting
changes in circumstances or events.
 Monitor Processes, Materials, or Surroundings - Monitoring and reviewing
information from materials, events, or the environment, to detect or assess
problems.
 Interpreting the Meaning of Information for Others - Translating or
explaining what information means and how it can be used.
 Communicating with Supervisors, Peers, or Subordinates - Providing
information to supervisors, co-workers, and subordinates by telephone, in
written form, e-mail, or in person.
 Establishing and Maintaining Interpersonal Relationships - Developing
constructive and cooperative working relationships with others, and
maintaining them over time.
 Provide Consultation and Advice to Others - Providing guidance and expert
advice to management or other groups on technical, systems-, or process-
related topics.
 Organizing, Planning, and Prioritizing Work - Developing specific goals and
plans to prioritize, organize, and accomplish your work.
 Analyzing Data or Information - Identifying the underlying principles,
reasons, or facts of information by breaking down information or data into
separate parts.
 Communicating with Persons Outside Organization - Communicating with
people outside the organization, representing the organization to customers,
the public, government, and other external sources. This information can be
exchanged in person, in writing, or by telephone or e-mail.

 Judging the Qualities of Things, Services, or People - Assessing the value,
importance, or quality of things or people to do with medicines.
 Monitoring and Controlling Resources - Monitoring and controlling resources
and overseeing the spending of money on national drug budgeting system.
 Guiding, Directing, and Motivating Subordinates - Providing guidance and
direction to subordinates, including setting performance standards and
monitoring performance.
 Training and Teaching Others - Identifying the educational needs of others,
developing formal educational or training programs or classes, and teaching
or instructing others.
 Estimating the Quantifiable Characteristics of Products, Events, or
Information - Estimating sizes, distances, and quantities; or determining
time, costs, resources, or materials needed to perform a work activity.
 Coordinating the Work and Activities of Others - Getting members of a
group to work together to accomplish tasks.
 Inspecting Equipment, Structures, or Material - Inspecting equipment,
structures, or materials to identify the cause of errors or other problems or
defects.
 Resolving Conflicts and Negotiating with Others - Handling complaints,
settling disputes, and resolving grievances and conflicts, or otherwise
negotiating with others.
 Coaching and Developing Others - Identifying the developmental needs of
others and coaching, mentoring, or otherwise helping others to improve their
knowledge or skills.
 Thinking Creatively - Developing, designing, or creating new applications,
ideas, relationships, systems, or products, including artistic contributions.
 Developing and Building Teams - Encouraging and building mutual trust,
respect, and cooperation among team members.
 Handling and Moving Objects - Using hands and arms in handling, installing,
positioning, and moving materials, and manipulating things.
 Developing Objectives and Strategies - Establishing long-range objectives
and specifying the strategies and actions to achieve them.
 Scheduling Work and Activities - Scheduling events, programs, and activities,
as well as the work of others.
 Performing Administrative Activities - Performing day-to-day administrative
tasks such as maintaining information files and processing paperwork.
 Selling or Influencing Others - Convincing others to buy merchandise/goods
or to otherwise change their minds or actions.
4. Work-based Styles for Professional and Competent Pharmacists’ Practice
 The following are some of the work-based styles the competent working
pharmacists must exhibit or demonstrate during work:
 Attention to Detail - Job requires being careful about detail and thorough in
completing work tasks.

 Integrity - Job requires being honest and ethical.
 Dependability - Job requires being reliable, responsible, and dependable, and
fulfilling obligations.
 Stress Tolerance - Job requires accepting criticism and dealing calmly and
effectively with high stress situations.
 Concern for Others - Job requires being sensitive to others' needs and
feelings and being understanding and helpful on the job.
 Self Control - Job requires maintaining composure, keeping emotions in
check, controlling anger, and avoiding aggressive behavior, even in very
difficult situations.
 Cooperation - Job requires being pleasant with others on the job and
displaying a good-natured, cooperative attitude.
 Adaptability/Flexibility - Job requires being open to change (positive or
negative) and to considerable variety in the workplace.
 Achievement/Effort - Job requires establishing and maintaining personally
challenging achievement goals and exerting effort toward mastering tasks.
 Initiative - Job requires a willingness to take on responsibilities and
challenges.
 Persistence - Job requires persistence in the face of obstacles.
 Social Orientation - Job requires preferring to work with others rather than
alone, and being personally connected with others on the job.
 Leadership - Job requires a willingness to lead, take charge, and offer
opinions and direction.
 Independence - Job requires developing one's own ways of doing things,
guiding oneself with little or no supervision, and depending on oneself to get
things done.
 Analytical Thinking - Job requires analyzing information and using logic to
address work-related issues and problems.
 Innovation - Job requires creativity and alternative thinking to develop new
ideas for and answers to work-related problems.
5. Skills Base Requirements for Competent Pharmacists’ Practice
 The following are some of the required learned skills from different learning field
bases for pharmacists’ graduates to be competent pharmacists’ practitioners of
which major ones must be technical and the minor ones are non-technical in
nature (Analyzing Information, administering Medication, Judgment, Verbal
Communication, Medicines Health Regulations, Pharmacology, Managing
Processes, Legal Compliance, Productivity, Quality Focus, and Attention to
Detail).
 Technical skills (Major):
o Possess comprehensive skills knowledge base of chemical
composition, structure, and properties of substances and of the
chemical processes and transformations that they undergo to
preserve the end-product quality

o Possess skills knowledge about pharmaceutical raw materials,
production process, dosage design, cost etc.
o Possess comprehensive biological skills knowledge base to match with
medicinal drug agents being procured, manufactured, and stored just
before their respective pharmacotherapeutical usages as per
individual and respective patients’ needs.
o Possess skills knowledge in procurement, manufacturing, storage
warehousing and distributive supplying procedures of drugs taking
into considerations the good practices protocols available.
o Possess skills knowledge about quality standards assurance of
pharmaceutical products being procured, manufactured, stored and
distributed in terms of processed quantities, expiry dates etc.
o Possess skills knowledge about quality control and analytical
procedures to be able to evaluate and monitor the quality of the
products, storage spaces and the performance of both human and
mechanical equipment.
o Must be knowledgeable about quality standards of pharmaceutical
products to match them appropriate with the prevailing storage or
warehousing conditions.
o Possess skills knowledge in forecasting and quantification of medicinal
substances for national needs requirements.
o Possess skills knowledge in national resource mobilization from
partners, government and stakeholders
o Should be conversant with required pharmaceutical and scientific
protocols to practical problems in general
o Posses comprehensive mathematical skills knowledge base to solve
pharmaceutical based problems
o Skilful knowledgeable to keenly and professionally observe the
Pharmaceutical Standard Operating Procedures (PSOPs).
 Non-technical skills (Complimentary):
o Good communications skills (reading, writing, speaking, active
listening and good understanding of documented operational
procedures)
o Ability to manage both human, operational processes & mechanical
equipment resources in a rational and economical way (motivate,
monitor, supervise, time management, instruct appropriately, provide
appropriate work orientation, coordinate, strategize, enhance
performance, persuade the human personnel etc)
o Acceptable Social skills (ethics, positive attitude, responsibility,
honesty)
o Teamwork skills, collaborative learning, networking, social and
cooperative workmanship (hard-worker, team worker, team leader,
work processes orienteer)
o Thinking skills (complex problem-solving; critical, logical, numerical
skills)

o Knowledge navigation (passing and making effective judgements,
decisions, ability to avail detailed attention and be dependable on
work procedure all the time)
o Entrepreneurship skills (taking initiative, seeing opportunities,
designing on-going learning strategies while working)
o Law abinding Professional ( Knowledgeable with laws, legal codes,
court procedures, precedents, government regulations, executive
orders, agency rules, and the democratic political tendencies)
o Be able to provide leadership during the work activities (objectively,
positive achievement etc)
o Digital literacy (e-library, e-journals, e-literature reviews, e-learning
systems etc).
6. Learning Knowledge Base required for Competent Pharmacists’ Practice
 The following are some of the required knowledge base of different learning field
for pharmacists’ graduates to be competent pharmacists’ practitioners of which
core ones must be technical and the complimentary ones are non-technical in
nature.
 Technical knowledge (Core):
o Gain skilful knowledge base of chemical composition, structure, and
properties of substances and of the chemical processes and
transformations that they undergo to preserve the end-product
quality
o Gain skilful knowledge about pharmaceutical raw materials,
o Gain skilful and biological knowledge base to match with medicinal
drug agents being procured, manufactured, and stored just before
their respective pharmacotherapeutical usages as per individual and
respective patients’ needs.
o Gain skilful knowledge in procurement, manufacturing, storage
o Gain skilful knowledge about quality standards assurance of
o Gain skilful knowledge about quality control and analytical procedures
to be able to evaluate and monitor the quality of the products,
storage spaces and the performance of both human and mechanical
equipment.
o Gain skilful knowledge about quality standards of pharmaceutical
products to match them appropriately with the prevailing storage or
o Gain skilful knowledge in forecasting and quantification of medicinal

o Gain skilful knowledge in national resource mobilization from
o Gain skilful knowledge with required pharmaceutical and scientific
o Gain skilful and mathematical skills knowledge base to solve
o Gain skilful knowledge Keenness to provide professional observation
of Standard Operating Procedures (SOPs).
 Non-technical knowledge (Complimentary):
o Gain skilful knowledge in good communications (reading, writing,
speaking, reading, active listening and good understanding of
documented working procedures)
o Gain skilful knowledge with the ability to manage both human,
operational processes & mechanical equipment resources in a
rational and economical way (motivate, monitor, supervise, time
management, instruct appropriately, provide appropriate work
orientation, coordinate, strategize, enhance performance, persuade
the human personnel etc)
o Gain skilful knowledge in social activities (ethics, positive attitude,
responsibility, honesty)
o Gain skilful knowledge teamwork interactions, collaborative learning,
networking, social and cooperative workmanship
o Gain skilful knowledge with the ability to solve complex problems so
as to adapt to changing circumstances
o Gain skilful knowledge in the way operational strategies (problem-
solving; critical, logical, numerical skills)
decisions, operating directions)
o Knowledgeable with the ability to avail detailed attention and be
dependable on work procedure all the time
o Knowledgeable with entrepreneurship (taking initiative, seeing
opportunities, designing on-going learning strategies while working)
o Knowledgeable with laws, legal codes, court procedures, precedents,
government regulations, executive orders, agency rules, and the
democratic political process.
o Knowledgeable with the ability to provide leadership during the work
activities
o Knowledgeable with Digital literacy.

B.Pharmaceutical Scientists
pharmaceutical scientists to perform in an expected competent ways:
 Pharmaceutical science professionals perform research to ensure that
medications meet government standards and are produced in an efficient
and environmentally friendly manner.
 Pharmaceutical scientists in pharmaceutical companies research drugs and
medical equipment and complete clinical trials to ensure that the drugs meet
the requirements of the drug therapeutical requirements, while biochemists
study gene mutations and virus structure to develop medications and
vaccines.
 Assist pharmacists in the initiation of pharmaceutical care provision through
quality assurance procedures undertaken on all pharmaceutical products.
 The following are some of the practicing responsibilities but not exhaustively for
pharmacists to perform in an expected competent ways:
 Undertake analytical technique on pharmaceuticals for, quality control, and
quality assurance.
 Undertake research, development, and commercialization of biotechnology-
based pharmaceuticals, including genes and gene delivery for commercial
production and therapuetical usage.
 Undertake the clinical research dimension within the pharmaceutical
sciences, focused on the therapeutic benefits and clinical assessment of drugs
and biological use.
 Perform Drug Discovery and Development Interface to determine the
medicinal values of natural products, molecular and structural chemistry, and
drug design and discovery for therapuetical and other uses.
 Undertake and actively participate in the Formulation, Design and
Development in a multidisciplinary field drawing upon the physical, chemical,
biological, and engineering sciences.
 Perform and undertake the application and advancement of science and
technology as it relates to process development and manufacture of
pharmaceutical and pharmaceutically related products including medical
devices and active pharmaceutical ingredients.
 Undertake scientific exploration with regard to the effect of drugs and
metabolites on the body and the effect of the body on drugs.
 Undertake Physical Pharmacy and Biopharmaceutical procedures with focus
on preformulation, biopharmaceutics, drug absorption, nanotechnology, and
drug delivery systems design and performance including targeted drug
delivery.

 Provide Regulatory Scientific knowledge with emphasis on the strategic
compilation of multidisciplinary information on product performance as it
pertains to safety, efficacy, and quality.
3. Principle Work Activities for Practicing Pharmaceutical Scientists
competent practicing pharmacists in different professional field work fields:
and applying new knowledge to your job.
pharmaceutical procedures.
tabulating, auditing, or verifying information or data on pharmaceutical
products processing.
 Making Decisions and Solving Problems - Analyzing information and
 Performing for or Working Directly with the Public - Performing for people
or public benefits in the effective use of pharmaceutical products. This
includes effective formulation, production and quality assurance of
pharmaceuticals for therapeutical use.
 Identifying Objects, Actions, and Events - Identifying information by
categorizing, estimating, recognizing differences or similarities, and detecting
changes in circumstances or events of pharmaceutical production processes.
 Monitor Processes, Materials, or Surroundings - Monitoring and reviewing
information from materials, events, or the environment, to detect or assess
problems.
 Interpreting the Meaning of Information for Others - Translating or
explaining what information means and how it can be used for effective
pharmaceutical procedures.
 Establishing and Maintaining Interpersonal Relationships - Developing

 Provide Consultation and Advice to Others - Providing guidance and expert
advice to management or other groups on technical, systems-, or process-
related topics.
 Organizing, Planning, and Prioritizing Work - Developing specific goals and
plans to prioritize, organize, and accomplish your work.
 Analyzing Data or Information - Identifying the underlying principles,
reasons, or facts of information by breaking down information or data into
separate parts.
 Judging the Qualities of Things, Services, or Pharmaceutical Products -
Assessing the value, importance, or quality of things or pharmaceutical
products.
 Monitoring and Controlling Resources - Monitoring and controlling resources
and overseeing the spending of money on national drug budgeting system.
 Guiding, Directing, and Motivating Subordinates - Providing guidance and
direction to subordinates, including setting performance standards and
 Training and Teaching Others - Identifying the educational needs of others,
developing formal educational or training programs or classes, and teaching
or instructing others.
 Estimating the Quantifiable Characteristics of Products, Events, or
 Coordinating the Work and Activities of Others - Getting members of a
group to work together to accomplish tasks.
 Inspecting Equipment, Structures, or Material - Inspecting equipment,
structures, or materials to identify the cause of errors or other problems or
defects.
 Resolving Conflicts and Negotiating with Others - Handling complaints,
settling disputes, and resolving grievances and conflicts, or otherwise
negotiating with others.
 Coaching and Developing Others - Identifying the developmental needs of
others and coaching, mentoring, or otherwise helping others to improve their
knowledge or skills.
 Thinking Creatively - Developing, designing, or creating new applications,
ideas, relationships, systems, or products, including artistic contributions.
 Developing and Building Teams - Encouraging and building mutual trust,
respect, and cooperation among team members.
 Handling and Moving Objects - Using hands and arms in handling, installing,
positioning, and moving materials, and manipulating things.
 Developing Objectives and Strategies - Establishing long-range objectives
and specifying the strategies and actions to achieve them.

 Scheduling Work and Activities - Scheduling events, programs, and activities,
as well as the work of others.
 Performing Administrative Activities - Performing day-to-day administrative
tasks such as maintaining information files and processing paperwork.
 Selling or Influencing Others - Convincing others to buy merchandise/goods
or to otherwise change their minds or actions.
4. Work-based Styles for Professional and Competent Pharmaceutical
Scientists’ Practice
pharmaceutical scientists must exhibit or demonstrate during work:
challenges.
 Leadership - Job requires a willingness to lead, take charge, and offer
opinions and direction.
 Independence - Job requires developing one's own ways of doing things,
guiding oneself with little or no supervision, and depending on oneself to get
things done.
 Analytical Thinking - Job requires analyzing information and using logic to
address work-related issues and problems.

5. Skills Base Requirements for Competent Pharmaceutical Scientists’
Practice
bases for pharmacists’ graduates to be competent pharmacists’ practitioners of
which major ones must be technical and the minor ones are non-technical in
nature (Analyzing Information, Producing Medication, Judgment, Verbal
Communication, Medicines Health Regulations, Pharmacology, Managing
Processes, Legal Compliance, Productivity, Quality Focus, and Attention to
Detail).
o Possess comprehensive skills knowledge base of chemical
composition, structure, and properties of substances and of the
chemical processes and transformations that they undergo to
preserve the end-product quality
o Possess comprehensive biological skills knowledge base to match with
pharmaceutical products being procured, manufactured, and stored
just before their respective pharmaceutical distribution to points of
therapeutical uses.

procedures)
o Ability to manage both human, operational processes & mechanical
equipment resources in a rational and economical way (motivate,
monitor, supervise, time management, instruct appropriately, provide
appropriate work orientation, coordinate, strategize, enhance
performance, persuade the human personnel etc)
honesty)
o Thinking skills (complex problem-solving; critical, logical, numerical
skills)
decisions, ability to avail detailed attention and be dependable on
work procedure all the time)
o Entrepreneurship (taking initiative, seeing opportunities, designing
on-going learning strategies while working)
o Law binding Professional ( Knowledgeable with laws, legal codes,
court procedures, precedents, government regulations, executive
orders, agency rules, and the democratic political tendencies)
o Be able to provide leadership during the work activities (objectively,
positive achievement etc)
systems etc).
6. Learning Knowledge Base required for Competent Pharmaceutical
Scientists’ Practice
for pharmacists’ graduates to be competent pharmacists’ practitioners of which
core ones must be technical and the complimentary ones are non-technical in
nature.
quality

o Gain skilful knowledge about quality control and analytical procedures
to be able to evaluate and monitor the quality of the products,
storage spaces and the performance of both human and mechanical
equipment.
o Gain skilful knowledge about quality standards of pharmaceutical
products to match them appropriately with the prevailing storage or
o Gain skilful knowledge in national resource mobilization from
o Gain skilful and mathematical skills knowledge base to solve
o Gain skilful knowledge Keenness to provide professional observation
of Standard Operating Procedures (SOPs).
o Gain skilful knowledge in good communications (reading, writing,
speaking, reading, active listening and good understanding of
documented working procedures)
o Gain skilful knowledge with the ability to manage both human,
operational processes & mechanical equipment resources in a
rational and economical way (motivate, monitor, supervise, time
management, instruct appropriately, provide appropriate work
orientation, coordinate, strategize, enhance performance, persuade
the human personnel etc)
o Gain skilful knowledge tteamwork interactions, collaborative learning,
o Gain skilful knowledge with the ability to solve complex problems so
as to adapt to changing circumstances
o Gain skilful knowledge in the way operational strategies (problem-
solving; critical, logical, numerical skills)

government regulations, executive orders, agency rules, and the
democratic political process.
o Knowledgeable with the ability to provide leadership during the work
activities

C.Pharmaceutical Technologists / Technicians
pharmaceutical technologists / technicians to perform in an expected competent
ways:
 The Pharmaceutical Technologists will ensure accurate
compounding, dispensing, patient education and handling of
pharmaceutical supplies for all orders.
 The Pharmaceutical Technologists are also health care performers who
undertake pharmacy-related functions, generally working under the direct
supervision of a licensed pharmacist.
 According to the Zambian context, Pharmaceutical Technologists can
work in a variety of locations (usually in community, retail,
and hospital pharmacies), but can also work for long-term care facilities,
pharmaceutical manufacturers, pharmaceutical insurance companies,
computer software companies, or in government or teaching for lower
ranked pharmaceutical education pathways such as dispensers etc.
 Job duties include dispensing prescription of drugs and other medical
devices to patients and instructing on their use. They may also perform
administrative duties in pharmaceutical practice, such as reviewing
prescription requests with doctor's offices and insurance companies to
ensure correct medications are provided and payment is received.
 In recent times, pharmacy technicians have also tended to speak directly with
the patients on the phone to aid in the awareness of taking medications on
time.
 In many countries, both developed and developing, the relative importance
of pharmacy technologists within the pharmacy workforce has been
amplified in recent years, largely to amplify and extend the level of
pharmaceutical care provision by pharmaceutical personnel, resulting in an
increase in their numbers and responsibilities, especially in Zambia where
formal training of pharmtechs has been established much earlier than
pharmacists training.
 Also the upcoming complementary and alternative medicine national
concept, pharmacotherapeutics, customer care, retail and hospital software
systems, inventory management, and infection control, have enhanced the
increasing generation of pharmtechs in Zambia

 The following are some of the practicing responsibilities under direct supervision
of pharmacists, but not exhaustively for pharmaceutical technologists to perform
in an expected competent ways:
 Assist in Providing Information and Advice regarding drug interactions, side
effects, dosage, and proper medication storage.
 Assist in the Review of prescriptions to assure accuracy, to ascertain the
needed ingredients, and to evaluate their suitability.
 Assist in Maintaining Records, such as pharmacy files, patient profiles,
charge system files, inventories, control records for radioactive nuclei, or
registries of poisons, narcotics, or controlled drugs.
 Participate in the Plan, Implement, or Maintain procedures for mixing,
packaging, or labeling pharmaceuticals, according to policy and legal
requirements, to ensure quality, security, and proper disposal through the
process of compounding pharmacy.
 Participate in the Order and Purchase pharmaceutical supplies, medical
supplies, or drugs, maintaining stock and storing and handling it properly.
 Participate in the Compound and Dispense medications as prescribed by
doctors and dentists, by calculating, weighing, measuring, and mixing
ingredients, or oversee these activities.
 Assist in Assessing the identity, strength, or purity of medications.
 Participate in the Analysis of prescribing trends to monitor patient
compliance and to prevent excessive usage or harmful interactions.
 Participate in Providing Specialized Services to help patients manage
conditions such as diabetes, asthma, smoking cessation, or high blood
pressure.
 Assist to Advise Customers on the selection of medication brands, medical
equipment, or healthcare supplies.
 Assist to Refer Patients to other health professionals or agencies when
appropriate in terms of both minor and major disease symptoms.
 Participate in Collaborating with other health care professionals to plan,
monitor, review, or evaluate the quality or effectiveness of drugs or drug
regimens, providing advice on drug applications or characteristics.
 Participate in practical orientation and attachments of practical experiential
learners
 Assist in the Management of Pharmacy operations in terms buying or selling
pharmaceutical and non-pharmaceutical merchandise.
 Participate in Offering Health promotion or prevention activities, such as
training people to use blood pressure devices or diabetes monitors.
 Participate in identifying and Updating any troubleshoots in pharmacy
information databases.
 Work in hospitals or clinics or for Health Management Organizations (HMOs),
dispensing prescriptions, serving as assistants in the provision of basic
pharmaceutical care in general to patients.

 Work in pharmaceutical industrial sectors to ensure quality processing of
pharmaceutical products by adhering to Good Manufacturing Practices
(GMP), Good Quality Control (GQC), Good Pharmaceutical Supply Chain
Management (GPSCM), Good Compounding Pharmacy Practice (GCPP) and
Good Dispensing Practice (GDP)
 Participate in Preparing sterile solutions or infusions for use in surgical
procedures, emergency rooms, or patients' homes.
 Participate in publishing pharmaceutical educational information for other
health workers and patients on drug chemical research outcomes.
3. Principle Work-Activities for Practicing Pharmaceutical Technologists /
Technicians
competent practicing pharmaceutical technologists in different professional field
work fields:
and applying new technical knowledge to the job.
pharmacy practice.
tabulating, auditing, or verifying information or data on pharmaceutical care
service.
 Assist in Making Decisions and Solving Problems - Analyzing information and
 Performing under supervision for the Public - Performing for people or
dealing directly with the public. This includes serving customers in
restaurants and stores, and receiving clients or guests.
 Assisting and Caring for Others - Providing personal assistance, medical
attention, emotional support, or other personal care to others such as co-
workers, customers, or patients.
 Assist in Identifying Objectives, Actions, and Events - Identifying information
by categorizing, estimating, recognizing differences or similarities, and
detecting changes in circumstances or events.

 Assist in Monitoring Processes, Materials, or Surroundings - Monitoring and
reviewing information from materials, events, or the environment, to detect
or assess problems.
 Assist in Interpreting the Meaning of Information for Others - Translating or
explaining what information means and how it can be used.
 Participate in conducive team-working environment – Assist in developing
 Assist in Organizing, Planning, and Prioritizing Work - Developing specific
goals and plans to prioritize, organize, and accomplish your work.
 Assist in Analyzing Data or Information - Identifying the underlying
principles, reasons, or facts of information by breaking down information or
data into separate parts.
 Assist in Judging the Qualities of Things, Services, or People - Assessing the
value, importance, or quality of things or people to do with medicines.
 Assist in Monitoring and Controlling Resources - Monitoring and controlling
resources and overseeing the spending of money on national drug budgeting
system.
 Assist in Guiding, Directing, and Motivating workmates - Providing guidance
and direction to workmates, including pointing to performance standards and
 Assist in Estimating the Quantifiable Characteristics of Products, Events, or
 Assist in Coordinating the Work and Activities of Others - Getting members
of a group to work together to accomplish tasks.
 Participate in Inspecting Equipment, Structures, or Material - Inspecting
equipment, structures, or materials to identify the cause of errors or other
problems or defects.
 Assist in Resolving Conflicts and Negotiating with Others - Handling
complaints, settling disputes, and resolving grievances and conflicts, or
otherwise negotiating with others.
 Assist in Coaching and Developing Others - Identifying the developmental
needs of others and coaching, mentoring, or otherwise helping others to
improve their knowledge or skills.
 Participate in Thinking Creatively - Developing, designing, or creating new
applications, ideas, relationships, systems, or products, including artistic
contributions.

 Participate in Developing and Building Teams - Encouraging and building
mutual trust, respect, and cooperation among team members.
 Participate in Handling and Moving Objects - Using hands and arms in
handling, installing, positioning, and moving materials, and manipulating
things.
 Participate in Developing Objectives and Strategies - Establishing long-range
objectives and specifying the strategies and actions to achieve them.
 Assist in Scheduling Work and Activities - Scheduling events, programs, and
activities, as well as the work of others.
 Assist in Performing Administrative Activities - Performing day-to-day
administrative tasks such as maintaining information files and processing
paperwork.
 Participate in Selling or Influencing Others - Convincing others to buy
merchandise/goods or to otherwise change their minds or actions.
4. Work-based Styles for Professional and Competent Pharmaceutical
Technologists / Technicians’ Practice
pharmaceutical technologists must exhibit or demonstrate during work:
challenges.
 Model workers - Job requires a willingness to be model workers, take charge,
and offer opinions and direction.

5. Skills Base Requirements for Competent Pharmaceutical Technologists
/ Technicians’ Practice
bases for pharmaceutical technologists to be competent pharmaceutical
practitioners of which major ones must be technical and the minor ones are non-
technical in nature (Analyzing Information, Administering Medication,
Judgment, Verbal Communication, Medicines Health Regulations,
Pharmacology, Managing Processes, Legal Compliance, Productivity, Quality
Focus, and Attention to Detail).
o Possess partial skills knowledge base of chemical composition,
structure, and properties of substances and of the chemical processes
and transformations that they undergo to preserve the end-product
quality
production process, pharmaceutical formulations, cost etc.
o Possess partial biological skills knowledge base to match with
medicinal drug agents being procured, manufactured, and stored just
before their respective pharmacotherapeutical usages as per
individual and respective patients’ needs.
into considerations, the good practices protocols available.

procedures)
o Ability in assisting to manage both human, operational processes &
mechanical equipment resources in a rational and economical way
(motivate, monitor, supervise, time management, instruct
appropriately, provide appropriate work orientation, coordinate,
strategize, enhance performance, persuade the human personnel etc)
honesty)
o Thinking skills (basic problem-solving; critical, logical, numerical skills)
o Knowledge navigation (passing and making complimentary
judgements, decisions, ability to avail detailed attention and be
dependable on work procedure all the time)
o Entrepreneurship (taking initiative, seeing opportunities, designing
on-going learning strategies while working)
o Law binding Pharmaceutical Practitioner (Knowledgeable with laws,
legal codes, court procedures, precedents, government regulations,
executive orders, agency rules, and the democratic political
tendencies)
o Be able to assist in providing leadership during the work activities
(objectively, positive achievement etc)
systems etc).
6. Learning Knowledge Base required for Competent Pharmaceutical
Technologists / Technicians’ Practice
for pharmaceutical technologists’ graduates to be competent pharmaceutical
practitioners of which core ones must be technical and the complimentary ones
are non-technical in nature.
quality

o Gain skilful knowledge about quality control and analytical procedures to be
able to evaluate and monitor the quality of the products, storage spaces and
the performance of both human and mechanical equipment.
o Gain skilful knowledge about quality standards of pharmaceutical products
to match them appropriately with the prevailing storage or warehousing
conditions.
o Gain skilful knowledge in national resource mobilization from partners,
government and stakeholders
o Gain skilful and mathematical skills knowledge base to solve pharmaceutical
based problems
o Gain skilful knowledge Keenness to effectively participate in professional
observation of Standard Operating Procedures (SOPs).
o Gain skilful knowledge in good communications (reading, writing, speaking,
reading, active listening and good understanding of documented working
procedures)
o Gain skilful knowledge with the ability to participate in managing the
operational processes & mechanical equipment resources in a rational and
economical way (motivate, monitor, supervise, time management, instruct
appropriately, provide appropriate work orientation, coordinate, strategize,
enhance performance, persuade the human personnel etc)
o Gain skilful knowledge teamwork interactions, collaborative learning,
o Gain skilful knowledge with the ability to solve basic and generic
pharmaceutical problems so as to adapt to changing circumstances
o Gain skilful knowledge in the way of applying operational strategies
(problem-solving; critical, logical, numerical skills)
o Knowledge navigation (assisting in passing and making effective judgements,

government regulations, executive orders, agency rules, and the democratic
political process.
o Knowledgeable with the ability to assist in the leadership during the work
activities

Chapter 2
Standard Content Requirements of Pharmaceutical Education
 For accreditation purposes, any pharmaceutical training program should be grounded on
the basis that certain standards are adhered to before any trainee is graduated from
such a program.
 These standards have been designed according to each national institution and national
required standards if in existence.
 However, any such standards are all expected to relate directly or factor into the
international or global standards (mainly for FIP standards) as trained professionals are
not only for local or national citizens but every deserving patient that may reside outside
the training ground or residing in another community or country:
1. Standard One – Patient and Public Safety:
 There must be clear procedures to address concerns about patient safety arising from
health education in general and pharmacy education and training in particular -
such concerns must be addressed quickly and appropriately.
 There must be effective training system in place to ensure that students or
trainees:
 do not jeopardise patient safety and expected recovery quality;
 only do tasks for which they are competent and under supervision all the
time;
 are monitored and assessed to ensure they always practise safely - causes for
concern should be addressed immediately without delay;
 have access to support for health, conduct and academic issues;
 must not be awarded an accredited degree or pass pre‐registration training if
they might pose a risk to patients or the public (as was in Zambia before
localizing the pharmacists training);
 understand what is and what is not professional behaviour and are familiar
with HPCZ in conjunction with PSZ’s Code of Conduct for graduate Pharmacy
Students and practicing pharmacists as outlined in oath-taking outline (2004);
 understand what fitness to practise mechanisms apply to them - all intending
training institutions of pharmacy must have fitness to practise procedures to
deal with student causes for concern;
 undergo required health and good character checks before recruited;
 understand that it is an offence to impersonate a pharmacist –
pharmaceutical graduants are registrants of the HPCZ through professional
assessment by PSZ
2. Standard Two – Monitoring, Review and Evaluation of initial education and
training:
 The quality of pharmacy education and training must be monitored, reviewed
and evaluated in a systematic and developmental way using appropriate
procedure and human expertism.

 There must be systems and policies in place covering:
 Information about roles & responsibilities and lines of accountability;
 University information on - These must be a provision to monitor, review and
evaluate systematically on any practical issue that may be identified as
critical as in the following that must also attract documented evidence and
dealt with promptly:
 entry requirements;
 the quality of teaching, learning and assessment;
 the quality of placements and other practice learning opportunities;
 appraisal and feedback systems for students and trainees;
 supervision requirements;
 educational resources and capacity;
 Internship tutors evaluating trainees - to do this, tutors must have access to
reliable evidence about a trainee’s performance.
 Tutors must be competent to assess the performance of trainees;
 The quality and development of internship tutors must regularly be
monitored and upgraded to the current operational requirements by the
appropriate body.
3. Standard Three – Equality, Diversity and Fairness:
 Initial pharmacy education and training must be based on principles of equality, diversity
and fairness especially on gender equality and body disability concepts.
 Education system must meet the requirements of all relevant legislation such as
high education authority, HPCZ in conjunction with PSZ for professional training
outcome.
 systems and policies for capturing equality and diversity data - concerns
should be documented, addressed and disseminated;
 strategies for staff training in equality and diversity
4. Standard Four – Selection of students and pharmacists trainees:
 Selection processes must be open, fair and comply with relevant legislation.
 Processes must ensure students and trainees are fit to practise at the point of
selection. Selection includes recruitment and admissions.
 Selection process must give applicants the information they need to make an
informed application.
 Selection criteria must be explicit and should include:
 meeting academic and professional entry requirements;
 meeting English language requirements appropriate to BPharm degree
study Guidelines issued by Higher Education Authority bodies should be
followed to ensure that admissions requirements are appropriate;
 meeting numeracy requirements;
 taking account of good character checks, such as Criminal Records that
are accessible;

 passing health checks (subject to reasonable adjustments being made) -
health checks could include self‐evaluations after interviews and/or
evaluations by healthcare professionals;
 recognition of prior learning, where such is appropriately required
 Selectors must apply selection criteria fairly - they should be trained to
undertake such a professional and ethical activity role.
 Training should include equality and diversity matters as assessed on the
applicants
5. Standard Five – Curriculum delivery and the student experience:
 The curriculum for BPharm degrees and the internship scheme must deliver the
outcomes as outlined in Standard 10.
 Most importantly, curricula must ensure students and trainees practise safely
and effectively.
 To ensure adherence to this, the following criteria must describe safe and
effective practice.
 Curricula must be integrative design.
 Curricula must be progressive, dealing with issues in an increasing more
complex way (additive rather than subtractive approach) until the right level
of understanding is reached.
 The BPharm degree program must be delivered in an environment which places
study in a professional and academic context and requires students to conduct
themselves professionally.
 The graduating students are expected to undergo internship training that must
be delivered in a professional environment which requires trainees to conduct
themselves professionally.
 The BPharm must be delivered in an environment informed by research -
meaning that whether or not all staff are engaged in research, their teaching
must be informed by research according to course content and verified learning
material (teachers / lecturers should provide and perform beyond their personal
ability).
 BPharm degree teaching and learning strategy must set out how students will
achieve the outcomes in Standard 10 - learning opportunities must be structured
to provide:
 an integrated experience of relevant science and pharmacy practice
(systematic flow of learning material – not haphazardly done);
 a balance of theory and practice in a rational presentation;
 independent learning skills (allowing students group discussion and inputs
per delivered topic)
 BPharm degree curriculum must include practical experience of working with
patients, carers and other healthcare professionals for both clinical industrial
pharmacy experiential learning - practical experience should have upward
increase on yearly basis.
 There must be a clear assessment strategy for the BPharm degree - assessment
methods must measure the outcomes in Standard 10.

 The BPharm degree assessment strategy should include:
 diagnostic assessments;
 formative assessments;
 summative assessments;
 timely feedback
 Academic regulations must be appropriate for a degree that is both academic
and professional and must lead to further professional training or academic
advanced training.
 As a general principle, all assessments must be passed - this means that
condonation, compensation, trailing, extended re‐sit opportunities and other
remedial measures should be extremely limited, if they are permitted at all.
 BPharm degree academic regulations may be more stringent beyond those of the
host university norms - this may include higher than usual pass marks for
assessments demonstrating knowledge and skills essential to safe and effective
pharmacy practice.
 Marking criteria must be used for all assessments and all pass criteria must
reflect safe and effective practice (For example, 40% pass does not fit
appropriate for assessing the pharmacist trainees).
 Patient safety must be paramount in assessments: any evidence of an
assessment demonstrating unsafe practise must result in failure.
 Undergraduate training program should feed into an internship training plan that
describes how the learning outcomes for internship will be delivered.
 Undergraduate must correlate appropriately with internship training plan that
must describe all assessments, including tutor evaluations and tutor sign‐offs.
6. Standard Six – Support and development for students and trainees:
 Students and trainees must be supported to develop as learners and
professionals during their initial education and training.
 A range of mechanisms must be in place to support students and trainees to
develop as learners and professionals such as training manuals, training
workshops, mentorship, supervision etc.
7. Standard Seven – Support and development for academic staff and internship
tutors
 Anyone delivering initial education and training should be supported to develop
in their professional roles.
 There must be a range of mechanisms in place to support anyone delivering
initial education and training to develop in their role.
 Induction programmes are provided for tutors and university staff as
appropriate - this should include induction programmes for non‐pharmacists
in physical contact with pharmacy students / trainees.
 Everyone involved in delivering the curriculum should have:
 effective supervision by appropriate sectional / departmental leadership
as the case may be;
 an appropriate and realistic workload for each subject resource material;

 effective personal support to control the application sub-standard
learning materials;
 mentoring to students / trainees and to those upcoming human resource
personnel;
 time to learn and reflect on the learning material delivered;
 continuing professional development opportunities
 The undergraduate students must be attached to trained tutors that have an
identified and approved source of peer-reviewed training and support
material.
8. Standard Eight – Management of initial education and training:
 Initial pharmacist education and training must be planned and maintained
through transparent processes which must show who is responsible for what at
each stage
 All education and training will be supported by a defined management plan
with:
 a schedule of responsibilities
 defined structures and processes to manage the delivery of education
and training
9. Standard Nine – Resources and Capacity:
 Resources and capacity are sufficient to deliver outcomes.
 There must be:
 Robust and transparent mechanisms for securing an appropriate level of
resource for delivering an accreditable BPharm degree;
 Sufficient staff from relevant disciplines to deliver the curriculum to students
and trainees - staff must be appropriately qualified and experienced, that
must include the following staffing profile:
 Sufficient numbers of pharmacists – registrants of the HPCZ – with
experience of teaching in higher education to ensure that BPharm degree
can produce students equipped to enter pharmacist internship training in
Zambia.
 Sufficient numbers of pharmacists to act as tutors and professional
mentors at university and in experiential learning sites - not all personal
tutors must be pharmacists but appropriately oriented to pharmacy
training process.
 Pharmacists who are leaders in the profession and in their university, who
can influence university policy relevant to pharmacy training and practice
 Non‐pharmacist academics who can influence school and university policy
relevant to pharmacy such as chemists, etc
 Staff who are sufficiently experienced to supervise research - it would be
unusual for anyone to supervise research at a particular level unless they
had researched to that level or beyond. New research supervisors must
be mentored and signed off as being fit to supervise after a period of
mentoring

 Science academics who understand the relevance of their discipline to
pharmacy and deliver their area of expertise in a pharmaceutical context
 Academic pharmacists and other experienced BPharm degree staff who
are able to act as mentors to non‐pharmacist colleagues
 Internship tutors who meet the PSZ’s standards for internship tutors.
 Career pathways in universities for all staff teaching on BPharm degrees,
including pathways for practice staff
 Clear lines of authority and responsibility for the strategic organisation and
day‐to‐day management of placements
 training and ongoing support for all non‐pharmacists involved in the delivery
of BPharm degrees which must help them understand:
 help and understand the relevance of their work to pharmacy
 how to deliver their area of expertise in a pharmaceutical context
 appropriate learning resources
 accommodation and facilities that are fit for purpose
 Attach the graduating students to premises which meet the PSZ’s standards
for internship attachment premises
10.Standard Ten ‐ Outcomes:
 Expected Learning Outcomes for the Pharmacy Professional
 Recognise ethical dilemmas & respond in accordance with relevant codes of
conduct and behaviour – BPharm must Show how while Internship must Do
 Recognise the duty to take action if a colleague’s health, performance or
conduct is putting patients or public at risk - BPharm must know how while
Internship must also know how
 Recognise personal health needs, consult and follow the advice of a suitably
qualified professional, and protect patients or public from any risk posed by
personal health – BPharm must Do while Internship must Do also
 Apply the principles of clinical governance in practice - BPharm must know
how while Internship must Do
 Demonstrate how the science of pharmacy is applied in the design and
development of medicines and devices – BPharm must Show how while
Internship must also know how
 Contribute to the education and training of other members of the team,
including peer review and assessment – BPharm must Show how while
Internship must Do
 Contribute to the development of other members of the team through
coaching and feedback - BPharm must know how while Internship must
Show how
 Engage in multidisciplinary team working - BPharm must know how while
Internship must Do
 Respond appropriately to medical emergencies, including provision of first
aid - BPharm must know how while Internship must Show how

 Learning outcomes for the skills required in practice
 Implementing health policy:
 Promote healthy lifestyles by facilitating access to and understanding of
health promotion information – BPharm must Show how while
Internship must Do
 Access & critically evaluate evidence to support safe, rational & cost
effective use of medicines – BPharm must Show how while Internship
must also know how
 Use the evidence base to review current practice – BPharm must Show
 Apply knowledge of current pharmacy‐related policy to improve health
outcomes - BPharm must know how while Internship must Show how
 Collaborate with patients, the public and other healthcare professionals
to improve patient outcomes - BPharm must know how while Internship
must Show how
 Play an active role with public and professional groups to promote
improved health outcomes - BPharm must know how while Internship
must know how
 Contribute to research & development activities to improve health
outcomes - BPharm must know how while Internship must also know
how
 Provide evidence‐ based medicines information – BPharm must Show
 Validating therapeutic approaches and supplies prescribed and
over‐the‐counter medicines:
 Identify and employ the appropriate diagnostic or physiological testing
techniques in order to promote health - BPharm must know how while
Internship must Show how
 Identify inappropriate health behaviours and recommend suitable
approaches to interventions – BPharm must Show how while Internship
must Do
 Instruct patients in the safe and effective use of their medicines and
devices – BPharm must Show how while Internship must Do
 Analyse prescriptions for validity and clarity – BPharm must Show how
while Internship must Do
 Clinically evaluate the appropriateness of prescribed medicines – BPharm
must Show how while Internship must Do
 Provide, monitor and modify prescribed treatment to maximize health
outcomes – BPharm must Show how while Internship must Do
 Communicate with patients about their prescribed treatment – BPharm
 Optimise treatment for individual patient needs in collaboration with the
prescriber – BPharm must Show how while Internship must Do

 Record, maintain and store patient data – BPharm must Show how while
Internship must Do
 Supply medicines safely and efficiently, consistently within legal
requirements and best professional practice – BPharm must Show how
NB This should be demonstrated in relation to both human and
veterinary medicines.
 Ensuring safe and effective systems are in place to manage risk inherent in
the practice of pharmacy and the delivery of pharmaceutical services:
 Ensure quality of ingredients to produce medicines and products -
BPharm must know how while Internship must Show how
 Apply pharmaceutical principles to the formulation, preparation and
packaging of products – BPharm must Show how while Internship must
also Show how
 Verify safety and accuracy utilising pharmaceutical calculations – BPharm
must Do while Internship must also Do
 Develop quality management systems including maintaining appropriate
records – BPharm must Show how while Internship must also Show how
 Manage and maintain quality management systems including maintaining
appropriate records – BPharm must Show how while Internship must Do
 Procure and store medicines and other pharmaceutical products working
within a quality assurance framework - BPharm must know how while
Internship must Do
 Distribute medicines safely, legally and effectively - BPharm must know
 Dispose of medicines safely, legally and effectively - BPharm must know
 Manage resources in order to ensure work flow and minimise risk in the
workplace - BPharm must know how while Internship must Shows how
 Take personal responsibility for health and safety – BPharm must Do
while Internship must also Do
 Work effectively within teams to ensure safe and effective systems are
being followed - BPharm must know how while Internship must Do
 Ensure the application of appropriate infection control measures –
BPharm must Show how while Internship must Do
 Supervise others involved in service delivery - BPharm must know how
 Identify, report and prevent errors and unsafe practice – BPharm must
Show how while Internship must Do
 Procure, store and dispense and supply veterinary medicines safely and
legally - BPharm must know how while Internship must also Know how
 Working with patients and the public:
 Establish and maintain patient relationships while identifying patients’
desired health outcomes and priorities – BPharm must Show how while
Internship must Do

 Obtain and record relevant patient medical, social and family history –
BPharm must Show how while Internship must Do
 Identify and employ the appropriate diagnostic or physiological testing
techniques to inform clinical decision making - BPharm must know how
while Internship must Shows how
 Communicate information about available options in a way which
promotes understanding – BPharm must Show how while Internship
must Do
 Support the patient in choosing an option by listening and responding to
their concerns and respecting their decisions – BPharm must Show how
 Conclude consultation to ensure a satisfactory outcome – BPharm must
 Maintain accurate and comprehensive consultation records – BPharm
 Provide accurate written or oral information appropriate to the needs of
patients, the public or other healthcare professionals – BPharm must
 Maintaining and improving professional performance:
 Demonstrate the characteristics of a prospective professional pharmacist
as set out in relevant codes of conduct and behaviour – BPharm must Do
 Reflect on personal and professional approaches to practice – BPharm
must Do while Internship must also Do
 Create and implement a personal development plan – BPharm must Do
 Review and reflect on evidence to monitor performance and revise
professional development plan – BPharm must Do while Internship must
also Do
 Participate in audit and in implementing recommendations - BPharm
must know how while Internship must Shows how
 Contribute to identifying learning and development needs of team
members BPharm must know how while Internship must Do
 Contribute to the development and support of individuals and teams -
BPharm must know how while Internship must Do
 Anticipate and lead change - BPharm must know how while Internship
must Shows how

Chapter 3
Indicative Knowledge Base for Pharmaceutical Education
1. Pre-amble Information
 A knowledge base is not merely a space for data storage, but can be an artificial
intelligence tool for delivering intelligent decisions.
 Various knowledge representation techniques, including frames and scripts and
others all meant to represent knowledge.
 The services generated, resulting or offered from such a knowledge base are
explanation, reasoning and intelligent decision support framework.
 Pharmaceutical professionals have a unique knowledge base and the following
statements provide some insight into the breadth and depth of such a
knowledge:
 Pharmaceutical professionals through their education and training can
competitively consider (and conceptualise) a drug molecule, together with its
formulation and delivery as a medicine to specific intended users.
 They have an in-depth knowledge of pharmacology and therapeutics,
physicochemical properties of drugs and excipients, biopharmacy and
pharmacokinetics, adverse drug reactions and drug interactions.
 It is this complex, varied and integrated expert knowledge that qualifies them,
and them alone, to make professional and competent judgements relating to
medicines physicochemical characteristics for medicinal valaues.1
 Skill is another term in pharmaceutical education that refers to the capacity to
accomplish a task, and may be kept analytically separate from the substantive
knowledge connected with the task itself.
 While knowledge and skill are often compartmentalized and seen separately, the
term skill cannot be totally separated from knowledge.
 Traditionally, pharmacists utilize their scientific knowledge to develop the skills
necessary for drug discovery, formulate through compounding and
manufacturing processes, dispense and provide advices in administration of
medicines as per individual patient requirements. However, this may be viewed
as for old-time setting as this is no longer the sole role of the pharmacist, the
pharmacist now participate in the last-mile drug delivery service to the patient
(pharmacists are expected to be part of first-point contacts during the
therapeutical medicines’ administration).
 However, as is true of some other professions, the skills used are tacit in that
they cannot completely be connected to systematic theory or defined by a clear
structure or protocol because of the little knowledge about pharmaceutical care
provision to the patients.
 Going by the global trend, pharmacy could be viewed as an underutilized
knowledge-based profession.

 Pharmacists have a certain moral professional identity as they are the
gatekeepers to safe drug usage and required to use their knowledge responsibly
within the healthcare system.
 Generically, every competent Pharmaceutical Practitioner should be the one
with the following capabilities as a result of appropriate knowledge gain from
training:
 Able to confer with a related co-practitioner about the expected output of the
service input
 Overall function is to ensure optimum drug therapy
 Be aware of the proposed pharmaceutical actions of proprietary products,
their composition, and any unique applications or potential limitations of their
dosage forms
 Be able to review a scientific publication and summarize the practical
implications of the findings as they may relate to the clinical use of drugs
 A specialist as to the stability characteristics and storage requirements of
drugs and drug products, the factors that influence the release of drugs from
dosage forms, and the effect of the site of administration or its environment
within the body on the absorption of a drug from the administered dosage
form.
 Precisely be informed as to the legal limitations on procurement, storage,
distribution, and sale of drugs; the approved use of a drug as specified by
legal authorities and acceptable medical practice and his or her legal
responsibilities to the patient when drugs are used in experimental
therapeutic procedures
 Be able to recommend the drug and dosage form that are most likely to fulfill
a particular pharmaceutical need, supporting his or her choice objectively
with appropriate source material.
 Be capable of identifying a drug, within a reseasonable period of time, on the
basis of its color, shape, and proposed use, as described in reference books or
other sources
 Be aware of drug toxicities as well as the most effective means of treatment
for them - be able to instruct end-users on the proper administration of
prescription and proprietary drugs
 Be able to communicate with other pharmaceutical products users or laymen
on appropriate subjects, ensuring that the recipient understands the contents
of the message being communicated.
 Be capable of compounding appropriate drugs or drug combinations in
acceptable dosage forms.
 Should be a person who takes appropriate measures to maintain his or her
level of competency in each of these areas as described above.

2010 psz guidelines for pharmacy training programs accreditation process 1

2010 psz guidelines for pharmacy training programs accreditation process 1

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2010 psz guidelines for pharmacy training programs accreditation process 1