The Comparative Analysis of Components of Pharmacy Education Programs in Universities of EU Countries and Ukraine

INTRODUCTION

In European (EU) countries, 28 unique pharmaceutical systems exist that differ significantly not only in practice but also at the level of legislation regulating the functioning of the pharmaceutical industry [1-5]. So, for example, in the Netherlands, pharmaceutical practice is a system with liberal regulation, which is a unique phenomenon [6]. In Ukraine, on the contrary, pharmaceutical practice is strictly regulated. The precedent of the Arab Republic of Egypt is also well-known, where the counterfeiting of medicines is strictly prohibited (the death penalty is possible). It is controlled at the state level; therefore, counterfeiting is not allowed, leading to the adoption of stricter draft laws, which also spread in other countries [7]. Such a different approach to forming the legislative framework for regulating pharmaceutical practice in other countries conditioned the importance of studying and evaluating the specialists training for the pharmaceutical industry in higher education institutions (HEIs).

The research aims to compare the academic components (AC) of Pharmacy education programs (EPs) of HEIs in Ukraine and EU countries and to study their development experience.

Some problems regarding specialists' training process for the pharmaceutical industry exist in Ukraine. The learning takes place in HEIs of different subordination, namely the Ministry of Health of Ukraine (MH) and the Ministry of Education and Science of Ukraine (MES), for the single direction (specialty) 226 Pharmacy, industrial pharmacy. As a result, the systems of higher education levels and forms of certification of future specialists in the pharmacy industry are significantly varied in the HEIs of different subordinates. However, all prerequisites for solving this issue were created in 2021-2022 at the legislative level [8-12]. Unfortunately, the war on the territory of Ukraine postponed the planned progressive processes regarding creating an integrated system of specialist training for the pharmaceutical industry.

Comparative analysis of EPs in different countries aimed to study the possibility of students learning and pharmacists improving qualifications in foreign universities, integrating pharmacy specialists into the European pharmaceutical systems considering the migration processes of the population of Ukraine, first of all, to EU countries caused by the Russian-Ukrainian war.

MATERIALS AND METHODS

The research objects were Pharmacy study programs presented at the official websites of HEIs of Ukraine, Poland, Italy, Sweden, and Germany. As a result, the following educational programs: Lviv Polytechnic National University, Ukraine (HEI-1); Danylo Halytsky Lviv National Medical University, Ukraine (HEI-2); the University of Opole, Poland (HEI-3); University of Pavia, Italy (HEI-4) have been selected as objects for comparative analysis. The first two HEIs were chosen since their comparative analysis allows seeing the differences in the components of EPs for specialty 226 Pharmacy, industrial pharmacy in HEIs subordinated for the MES and MH of Ukraine. The foreign universities were selected based on the similarity of the fundamental principles of EPs compared to the Ukrainian HEIs. Analytical-comparative, content, systematic, meta-analysis, logical, decomposition, and modeling research methods were used.

RESULTS AND DISCUSSION

A meta-analysis of the information regarding the availability of EPs for the pharmaceutical industry presented at the official websites of Ukrainian and several EU HEIs (Uppsala University, Sweden [13], Heinrich Heine University Düsseldorf, Germany [14], Lviv Polytechnic National University, Ukraine [15, 16], Danylo Halytsky Lviv National Medical University, Ukraine [17], University of Opole, Poland [18], University of Pavia, Italy [19]) was conducted.

University of Opole (Poland) offers a 5.5-year Master of Pharmacy degree program. During the first two years, students learn the primary fundamental disciplines: general, inorganic, organic, analytical, and physical chemistry, mathematics and statistics, biophysics and informatics, biology and genetics, botany, physiology, and anatomy, and biochemistry. Studying these subjects provides a foundation for further practically oriented learning and research, including medicinal chemistry, pharmaceutical technology, pharmacology, toxicology, pharmacognosy, pharmacokinetics and pharmacodynamics, biopharmacy, and pharmaceutical biotechnology. In addition, Latin, foreign language, history of pharmacy, professional ethics, qualified first aid, and humanities are mandatory subjects of this Master's program, which are learned in university-wide courses. The monthly practices in community and hospital pharmacies occur during the holidays, after the third and fourth years of study. In addition, students can improve their pharmaceutical and chemical sciences knowledge in the optional courses offered during the second, third, fourth, and fifth years of study. After defending the Master's thesis, the EP provides a six-month internship in pharmacies (33 ECTS), which is required to obtain permission for a pharmacist's practical activity.

The University of Pavia (Italy) offers a master's course in "Chemistry and Pharmaceutical Technology", similar in content and structure to other analyzed programs. It is a single-cycle Master's Degree program, like at Danylo Halytsky Lviv National Medical University (Ukraine) and the University of Opole (Poland). The Master's Degree program in "Chemistry and Pharmaceutical Technology" aims to provide students with knowledge and skills applicable to the activity in all sectors directly or indirectly related to the design, development, production, and quality control in the pharmaceutical, food, and cosmetic industry, as well as public and private research institutions and analysis laboratories. The training path is multidisciplinary and structured to build a background suitable for acquiring, consolidating, and developing qualified theoretical and operational skills in specific disciplines through solid theoretical knowledge in primary fields. Concerning basic subjects, the students gain the physical, mathematical, computer, and statistical skills necessary to acquire and consolidate a valid chemical background and adequate biological culture. Also, basic disciplines confer – beyond the essential specific knowledge required – working methods and approaches to problem-solving capable of combining fundamental sciences and know-how, transforming the potential energy of knowledge into practical work to solve issues of pharmaceutical interest. The training path includes the experimental thesis (30 ECTS), added to the compulsory professional internships (6 months, 30 ECTS) at a public or a hospital pharmacy. Thanks to such an educational experience, the student can be fully aware of the problems that trace the path leading from the primitive idea of the pharmacologically active molecule to drug identification, their marketing way, and, finally, the drug dispensing to the patient.

All HEIs included in the research run full-time education processes and conform to the guidelines from the Bologna Process in European higher education. Learning processes are conducted at the level of first-cycle studies (Bachelor's Degree program), second-degree studies (Master's Degree program), and long-cycle studies (single-cycle Master's Degree program). The first two levels are offered at HEI-1 (Lviv Polytechnic National University, Ukraine), and the last is at all other analyzed HEIs (Danylo Halytsky Lviv National Medical University, Ukraine; the University of Opole, Poland; University of Pavia, Italy). The Pharmacy (Industrial pharmacy) Bachelor's Degree is a higher education level offered only at the Lviv Polytechnic National University (Ukraine), among the considered HEIs. At the same time, the EP of the University in Pavia (Italy) is the most related and similar to the training of specialists for the pharmaceutical industry at the Lviv Polytechnic National University (Ukraine) regarding the profile and direction of learning.

According to the study curriculums, one year of studies corresponds to 60 ECTS credits and one semester – to 30 ECTS credits in HEI-1, HEI-2, and HEI-3. At the same time, one year of full-time study in HEI-4 ranges from 54 ECTS to 66 ECTS credits, and one semester – from 24 ECTS to 36 ECTS. A 4-year bachelor's degree program in HEI-1 has eight semesters and equals 240 ECTS credits. A 1.5-year master's degree program at the same HEI provides learning for three semesters and amounts to 90 ECTS credits. Long-cycle studies in HEI-2, HEI-3, and HEI-4 (5 years which consists of 10 semesters) lead to the professional title of master (magister) of Pharmacy degree. The program duration is 300 ECTS credits. Such single long-cycle studying is based on an integrated EP containing fundamental studies and in-depth specialization.

The research results showed that each academic year has a structured EP to guide students to achieve the intended learning outcomes. The curriculums are divided into modules (courses, academic disciplines, or components) that allow students to acquire the essential knowledge, skills, attitudes, and values to be influential members of practical pharmacy. The curriculums of analyzed HEIs are designed to represent an innovative approach that takes advantage of each HEI. As a result, the number and content of disciplines offered by HEIs differ and range from 3 to 19 components per semester (Table 1). At the same time, the total number of academic subjects remains almost the same. The only exception is HEI-4, which offers 36 academic disciplines for the whole learning period.

* HEI-1 – Lviv Polytechnic National University, Ukraine (4-year Bachelor’s Degree programs and 2-year Master’s Degree programs); HEI-2 – Danylo Halytsky Lviv National Medical University, Ukraine; HEI-3 – University of Opole, Poland; HEI-4 – University of Pavia, Italy.

** The total sum of courses does not correspond to the arithmetic sum because some are studied during several semesters.

The components of the four EPs of the mentioned HEIs were compared regarding the similarity of particular subjects, the duration, and the mandatory of their learning. The AC was ranked by the level of similarity in the three groups: high level of similitude (Table 2), average level of similarity (Table 3), and original AC that qualitatively distinguishes one program from another (Table 4).

It should be noted that only 16 cases of the coincidence of educational components by content and the number of ECTS credits were discovered in all four HEIs; 13 cases were in 3 HEIs; 9 cases were in 2 HEIs. At the same time, the most significant part of coincidence is observed in HEI-3 and HEI-4, 70.42% and 83.33%, respectively. When comparing the EPs in HEIs of EU countries and Ukraine, relatively high similarities of academic components were discovered in HEI-1 and HEI-4 (28.17% and 30.98%, respectively). Interestingly, the coincidence of educational elements concerns primarily basic disciplines, such as mathematics and statistics, biophysics, and general chemistry, which are learned during the start years of study. Correspondents in the pharmaceutical and clinical disciplines occur for the technology of drugs, botany, pharmacotherapy, and pharmacology.

In subsequent years (courses) of study, the number of educational components is balanced in three HEIs, except for HEI-4, where the number of academic disciplines is significantly smaller in quantitative terms. Nevertheless, the tendency of correlation between ECTS credits and amount of subjects is not followed in subsequent years (courses) of study.

It should be noted that each HEI has original components, which are not found in other universities, making EPs unique and distinctive. The EP of HEI-1 has the weightiest criterion of originality and specific direction, which indicates the peculiarities of specialists training of a certain degree and qualification (Table 4).

The structure of the Pharmacy EPs in the investigated HEIs provides four main blocks of AC: 1) mandatory disciplines; 2) elective courses; 3) practice; and 4) course projects.

Mandatory, as well as optional, components are included in two cycles of disciplines – general and professional training. The optional part at HEI-1 consists of the student choosing a subject from the cycle of general training and elective professional training courses, and these ACs are included in the university-wide pool of elective disciplines. Also, the selective part of the EP contains two professional blocks; one of these blocks is chosen by the student within the specialty. These blocks are aimed at certain specializations within the framework of specialty.

Practical-oriented learning experiences, including internships and practical training, have an important role in mastering practical skills and helping students connect their education to their career aspirations. A feature of each investigated EP is that theoretical material is learned during the current classroom study of the subject, and practical skills are acquired at the workplace within industrial practices.

Today most HEIs consider the necessity of including practice in EPs for skills acquired to meet the required personal, academic, and professional demands for a future successful career.

Practice as an element of the educational process is conducted to consolidate and expand the knowledge acquired by students at the HEI, to develop the necessary practical skills for work in the production field, and to master advanced technology and work methods. In addition, practice contributes to the development of students' independence. During practice, students learn to independently select and systematize information within the framework of the assigned tasks; apply the acquired knowledge in practice; study the technology and equipment used in specific production; develop teamwork skills; and exercise self-control. In addition, one of the priority requirements of potential employers today is the employee's professional competence. Passing industrial practice allows the student to assess their competence level and determine the need for adjustment.

Nowadays, the approaches for practice organization in HEIs are different. In most HEIs, practices, according to the EPs, are evenly distributed over different years of study. Only HEI-2 and HEI-4 follow the approach for practice organization in the final year of study before the graduation exam and Master's project defense. Such an approach allows the student to assess their competence level and determine the need for adjustment, making graduates as successful as possible.

The HEI-1 proposed a specific form of the educational process - a course project, which is considered an important stage of the student's independent work on specific professional (technical, research, etc.) tasks. Course projects are completed after learning the theoretical part of the academic discipline or section that ensures the availability of knowledge sufficient for the performance of the course project.

The EP rates thus correlate strongly with indicators of demand for high-skilled workers and professionals to ever-higher levels.

Pharmacy higher education has become one of the important routes for human capital development and an individual’s upward social mobility. Young people acquire advanced generic and specific skills to prosper in knowledge and flourish in society. That is why the development and availability of EPs, offering students the prospect of significant benefits in employability and earnings, is essential for HEIs of different levels.

The regrouping of educational components within academic semesters by the name of the discipline made it possible to establish elements relevant to the title, structure, content, and workload hours in four HEIs. There will be many more coincidences if such regrouping is carried out within the academic year. As a result, 16 cases of complete coincidence of educational components in all analyzed HEIs were established. At the same time, the quantity of complete coincidence decreases depending on the year of study: 1st year – 4 cases, 2nd and 3rd years – 3 instances each. Also, there are 6 cases similar in the structure and content of four HEIs, but they are learned in different years of study. A high coincidence of educational components in two or three analyzed HEIs is observed (Table 5).