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mds3 ch52 Training Mar2012 PDF
mds3 ch52 Training Mar2012 PDF
chap ter 52
Designing and implementing training programs
Summary52.2 illustrations
52.1 Objectivesof training52.3 Figure 52-1 Capacity-building framework 52.3
Figure 52-2 The training process for improved
52.2 Developing a comprehensive training performance52.4
program52.3 Figure 52-3 Seating arrangements for various training
Conducting needs and knowledge assessments Selecting applications52.14
subject areas and setting learning objectives Learning
methods Table 52-1 Subject areas, training topics, and target
groups52.5
52.3 Implementing a training program 52.9 Table 52-2 Comparison of training methods 52.8
Strategies Assistance for the design and implementation Table 52-3 Issues to consider when designing training
of training courses Training and presentation skills programs52.11
Monitoring and evaluation
References and further readings 52.16 b oxes
Assessment guide52.17 Box 52-1 Brainstorming: a versatile technique for training,
planning, and problem solving 52.6
Box 52-2 Outline of trainers and participants guides for
workshops52.7
c ountry studies
CS 52-1 Follow-up activities to support a drug and
therapeutics committee course for professionals
indeveloping countries52.10
CS 52-2 Using the MTP methodology in Lao
P.D.R.52.12
CS 52-3 Creating a pharmaceutical management training
network in East Africa 52.13
CS 52-4 Measuring the effect of training on pharmaceutical
supply management at primary health care clinics in
South Africa52.15
annexes
Annex 52-1 Sources of assistance for training programs to
improve pharmaceutical management 52.18
Annex 52-2 Workshop logistics 52.20
s u mm a r y
Training is any planned activity to transfer or modify to identify where they may need to make adjustments to
knowledge, skills, and attitudes through learning experi- the training program. At the end of the course, trainers
ences. Personnel may require training for a variety of rea- should collect data on how well the learners achieved
sons, including the need to maintain levels of competence the course objectives and how satisfied they were with
and respond to the demands of changing circumstances the training experience. Whenever possible, the trainer
and new approaches and technologies. Training by itself should follow up with participants after they return to
cannot solve structural, organizational, or policy prob- their work situations to assess the impact of training on
lems within an organization, although supportive super- performance. Data collected during follow-up can help
vision and the use of motivational strategies can help identify the need for additional training or reinforcement
sustain performance improvement derived from training. of newly acquired skills, as well as inform review and
revision of the training materials.
The first step in the design of training involves an assess-
ment of training needs. The assessment comprises In some countries, availability of basic training and con-
tinuous professional development programs is limited;
Observing workers performing normal duties
therefore, many health workers lack access to formal
Interviewing workers and others
training opportunities and new ideas and approaches
Studying routine reports or performance reviews,
that can improve their work performance. Well-designed
along with job descriptions
in-service training programs can help fill this need.
Identifying performance problems
Training should be put into a context of continuous
The second step involves defining the training programs
performance improvement. Changing and improving
learning objectives. The learning objectives, which are
practices require an environment conducive to work,
derived from the needs assessment, specify the observable,
the appropriate learning resources, and the continuous
measurable actions that each learner will be able to demon-
use of motivational strategies. Training should be based
strate as a result of participating in the training activities.
on competencies: the abilities required to do work to the
The third step is the creation and implementation of a standards expected. Therefore, training should result
training program to improve performance, taking into in changes in work behavior that lead to an improved,
account the experience and educational levels of the per- efficiently functioning pharmaceutical management
sonnel and the time and resources available for training. system. At the same time, training alone is unlikely to
Options range from short courses to long-term place- change overall supply system performance unless the
ments in academic institutions in the country, in the environment and supervisory systems support change
region, or overseas, and nonclassroom-based interven- (see Chapter 37) and unless individuals are encouraged
tions, such as on-the-job training, coaching, and mentor- to maintain changes (see Chapter 51).
ing. All options must be weighed against the immediate
Learning requires active involvement. People prefer to
operational needs of the program or institution, because
learn in different waysthrough visual stimuli, verbal
facilities may not have enough personnel to operate
interactions, and learning by doing. Therefore, offering a
when staff members go for training.
variety of training opportunities and training techniques
The learning outcomes that must be achieved, along with is usually more effective than using only one approach.
the training environment, audience characteristics, and Training can be formal or informal, academic or applied,
the experience of the trainer, all determine the mix of guided or self-directed, or provided in public agencies or
learning methods and media that will achieve maximum private institutions.
effectiveness. Methods and media may include lecture,
Training alone is often not sufficient to change behav-
discussion, case study, role-playing, group exercise,
ior or improve performance. Improved performance,
simulation games, brainstorming, and demonstration. If
changed attitudes, and new skills acquired during train-
no published training materialsincluding audiovisual
ing may need to be complemented by and maintained
aidsare available, the trainer must develop them.
through continuing education, supportive supervision,
Development of the training program also includes and adequate motivational incentives. In many cases,
design of the training evaluation, which is carried out structural changes, such as workspace improvements
during the course as well as at its conclusion. During the and increased access to supplies and equipment may be
course, trainers monitor learner progress and satisfaction needed to support improved performance.
52/Designing and implementing training programs 52.3
Tools
Performance
capacity
Individual
Skills
Personal capacity
Workload Facility
capacity capacity Staff and
infrastructure
Supervisory Support service
Institutional capacity capacity
Figure 52-2 The training process for improved if all areas of the pharmaceutical supply system are assessed
performance frankly and carefully.
A knowledge and skills assessment evaluates the partici-
PERFORMANCE PROBLEM pants level of prior knowledge, as well as previous training
and experience, in the area of interest. The results of this
assessment are used to develop the training learning objec-
Desired change tives, and ultimately, the content.
Methods for assessing training needs are outlined below.
Training needs assessment The optimal method depends on the goals of the assessment
and the cadre of the individuals being assessed.
A knowledge assessment can be based on observation
TRAINING PROGRAM of a worker performing routine duties. This review uncov-
Learning units ers both strengths and weaknesses, but the presence of an
Courses
observer may influence the behavior observed. For exam-
Practical experiences
ple, a clinical worker examining a patient is likely to be
more thorough than usual if someone is watching. Specific
training needs can be determined more clearly by using
Evaluation
well-established indicators, such as those on performance
monitoring and evaluation described in Chapter 48, and
Change in behavior observation methods, such as those described in Chapter
28.
Interviews with supervisors, administrators, users of ser-
PERFORMANCE IMPROVEMENT vices, and workers can help determine where performance
problems might exist and what skills need to be taught or
improved. If workers fear reprisals from management, reas-
failure to ensure quality of medicines. Figure 52-2 shows surances about confidentiality of information will be nec-
how a training program is developed, proceeding from essary to obtain good data. In some situations, a training
problem identification, through needs assessment, training, needs analysis can be done by conducting a group interview
and evaluation, to a change in behavior that results in better in which the staff are invited to identify competencies in
performance. terms of knowledge, attitudes, and skills. Staff members rate
The key elements of a training program include needs themselves on a graph in relation to each of a set of compe-
assessment, course work, learning tasks, and practical appli- tencies. Exit interviews with workers leaving their jobs can
cation. Facilitators introduce new information to trainees also be useful. Finally, interviews with users of the services
through course work or lectures. Learning tasks or activities, can help in assessing levels of satisfaction.
such as case studies or role-plays, provide individuals with Analyses of job and task descriptions may reveal special
opportunities to work with the new information in a small- training needs. Self-administered, anonymous question-
group setting. Practical experiences and application give the naires for both managers and workers can also be valuable.
trainees the opportunity to apply the knowledge and skills Several types of reports are useful needs assessment
learned in a real-life or simulated situation. tools
The current level of the trainees skills will guide decisions
on developing a training program specifically for the group. Organizational reports, for an overview of the perfor-
For example, the objectives and goals for a program to train mance of the organization and personnel
new employees will differ dramatically from those for a pro- External evaluation or appraisal reports, for an out-
gram geared toward experienced technicians learning a new siders view of the organization and its training needs
technique. (and performance)
Annual or semiannual performance reviews
Conducting needs and knowledge assessments
Selecting subject areas and setting learning objectives
A training needs assessment and a pretraining knowledge
and skills assessment are required to help plan an effective A training needs assessment should indicate which subject
training program. The needs assessment should encom- area, topic, or target group should be given priority (Table
pass the overall working environment, including the super- 52-1). In many countries, some subject areas require more
visory structure and the level of employee motivation. attention than others, but certain basics must be provided:
Pharmaceutical management training will be effective only the selection process needs to be well managed and par-
52/Designing and implementing training programs 52.5
ticipatory; procurement officers need training in efficient Pharmaceutical supply systems often run into difficulty
purchasing methods and quantification of pharmaceutical not because they lack staff members with technical expertise
needs; distributionproper storage, efficient transporta- but because they lack staff members who have critical man-
tion, and security of medicinesis a continuing concern; agement skills. Thus, when considering subject areas, think-
and rational use is becoming a major focus of many phar- ing broadly about which skills are most needed to improve
maceutical programs. the performance of the organization is important.
In addition to these basic pharmaceutical management After determining which tasks and competencies are
skills, staff will benefit from training in other areas, includ- required by staff for a particular situation, training goals
ing should be established and learning objectives should be
set. Goals will be broad statements about what the training
General management intends to achieve: for example, This course aims to pro-
Financial management, budgeting, and accounting vide medical stores personnel with the knowledge and skills
Computer systems and information management to accurately estimate quantities of medicines and related
Training program development and management commodities to order.
Training materials development Objectives, on the other hand, should clearly state what
Patient and public communications the participant must be able to do at the end of the train-
Personnel planning and management ing. They must be clear, concise, relevant, easily understood,
Program planning, monitoring, and evaluation and measurablein other wordsSMART (specific, mea-
Proposal development and writing surable, achievable, realistic, and time-bound) (CDC 2009).
52.6 H uma n resources ma nag eme n t
They are, in fact, indicators by which course output and per- Brainstorming: Members of a small or large group are
formance can be assessed. For example encouraged to contribute any suggestion that comes
into their heads on a given subject, initially with no criti-
On completion of the course, participants should cism, but later with a sifting and assessment of all ideas.
be able to (Because brainstorming is such a versatile but sometimes
misunderstood method, it is described in detail in
State the rationale and uses for quantification of Box 52-1.)
pharmaceuticals and other related commodities Case study: A real situation is presented in a brief paper or
Describe the attributes, uses, and limitations of presentation, then analyzed by participants.
various quantification methods Demonstration: The facilitator shows learners how and what
Identify the data required for each of the quan- should be done while explaining why, when, and where
tification methods an action is taken; participants then perform the action.
Discussion: A method in which the participants learn from
Because objectives must be measurable, terms such as one another, usually with guidance from a facilitator.
understand or know are not acceptable. Distance learning: A system designed to build knowledge
and skills of learners who are not physically on-site to
Learning methods receive training. Facilitators and students may com-
municate at times of their own choosing by exchanging
A variety of learning experiences can be used in training, printed or electronic media or through technology that
including allows them to communicate in real time.
Box 52-1
Brainstorming: A versatile technique for training, planning, and problem solving
Brainstorming is a group technique that is useful in Build on other peoples ideas: Although discussion of
training situations. It also helps work groups be more ideas is discouraged, generating new ideas from those
creative in decision making and problem solving. The already suggested is fine.
basic process is easy. The facilitator writes the topic or
questions on a flip chart, whiteboard, or blackboard. After the brainstorming session, ideas are usually typed
Group members are asked to call out their ideas in short up, organized in some way, and brought back to the
phrases that can be written down readily. To keep the group for discussion.
discussion moving, a tight time limit is usually set Although brainstorming can generate many creative
typically, five to ten minutes. The facilitator should be ideas, it is not always successful. Some people may be
prepared to stimulate brainstorming with a few examples discouraged from contributing, and inhibitions may
or prompting questions. exist about raising certain ideas. Brainstorming may also
The creativity of brainstorming is enhanced by giving the be dominated by certain individuals or get stuck on one
group the following short set of guidelines before start- part of the topic. Sticking to the preceding guidelines will
ing help. In addition, methods to make brainstorming more
productive include
No idea is a bad idea: No matter how odd, unconven-
tional, or silly an idea may seem, no idea should be Prepare a broad range of prompts that can be used to
ignored. direct the groups thinking into new areas if sugges-
No discussion of ideas is allowed: Discussion of ideas tions consistently concern one area.
can come later. Grimaces, groans, and other nonverbal Begin by asking each person to brainstorm individu-
judgments discourage creative thinking and should be ally for a few minutes and write down ideas.
avoided. Divide the group into several smaller groups to
Everybody is encouraged to contribute: The facilitator brainstorm on the same topic. Then compile and
should try to get everyone to make at least one sugges- discuss the topics in a larger group.
tion. Limit the number of suggestions by an individual
Go for quantity: This encourages the maximum con- group member. Generally, this degree of directness
tribution and discourages people from screening out should be reserved for situations in which one group
potentially good ideas before suggesting them. member dominates the brainstorming session.
52/Designing and implementing training programs 52.7
Drug and therapeutics committees (DTCs) are effec- people from 70 countries. Follow-up e-mail contact with
tive in promoting rational medicine use, but DTCs have participants showed that they initiated almost 400 activi-
been underused in developing countries. The Rational ties based on the training.
Pharmaceutical Management (RPM) Plus Program and The RPM Plus/SPS process for promoting and support-
World Health Organization (WHO) designed a course, ing DTCs through training and follow-up of course
training materials, and a manual to train health care participants has paid measurable dividends in many
providers and administrators who would be involved countries. The following examples show the wide range
in DTC activities in developing countries. The course of accomplishments by course participants and other in-
includes fifteen training modules and a field trip to hos- country stakeholders
pitals where participants assess the hospital DTCs, con-
duct medicine use evaluations, and review the formulary Reduced the percentage of outpatients receiv-
process. The course ends with each participant making a ing antibiotics at each visit from 90 to 60 percent
workplan for future DTC-related activities. (Kenya)
Established a system that monitors prescribing pat-
A common problem with training courses is that when terns for certain high-use antibiotics (Malaysia)
participants go back to their places of work, they may Developed a generic substitution policy that allows
have difficulty maintaining their new skills without the pharmacy to substitute equivalent products,
ongoing support. The RPM Plus follow-on program, which decreased the average prescription cost by 20
Strengthening Pharmaceutical Systems (SPS), addresses percent (Kenya)
that issue through an innovative follow-up program Created an adverse drug reaction reporting system
designed to help participants carry out their DTC (Pakistan)
workplans and become DTC advocates. The workplans Analyzed cost of pneumonia treatment, resulting in
developed in the training are made available on a DTC institution of new standard treatment guidelines and
Learning Center website. The follow-up program pro- medical records review to assess physician adher-
vides specific technical assistance and support for all ence (Paraguay)
DTC course participants and local organizations to Performed ABC analysis, resulting in changes in
implement a DTC and related activities. Participants the formulary and in the suppliers of several drugs
activities are monitored on the website and through reg- (India)
ular e-mail follow-up and support. Technical assistance
Training courses can promote the use of DTCs and
and support for implementing their workplan activities
related activities in developing countries, but increased
are made available to all participants, and through this
support at the country level plus post-training sup-
post-training support mechanism, participants can share
port and technical assistance are needed to help course
the problems they encounter in their work and brain-
participants achieve their objectives. In addition, more
storm possible solutions.
intensive course follow-up appears to produce enhanced
Between 2001 and 2010, 24 courses were conducted in results in a very short period.
Asia, Africa, Latin America, and Eastern Europe for 945 Source: MSH/SPS 2010.
conferences and seminars, and in-country counterpart engineers, and other technical professionals is most appro-
training. priate here.
Long-term training. Long-term training is often This approach is limited because a pharmaceutical pro-
obtained in an institution of higher learning (sometimes in gram does not have the specific duty to provide basic train-
overseas institutions). Such training, whether in academic ing, and most programs cannot afford to have top personnel
or nonacademic settings, is most useful for highly technical away for a long time. In addition, if personnel fail to return
areas, such as research and development of new drugs, qual- to their job, the costs for training new personnel can be high.
ity assurance, pharmaceutical production, improved manu- Short-term training. Short-term training is usually con-
facturing practices, or advanced areas of patient care. The ducted over a period of one to three months in an academic
provision of fellowships for doctors, pharmacists, industrial or nonacademic setting. To work effectively, the trainee
52/Designing and implementing training programs 52.11
needs to be separated from everyday work responsibili- A number of institutions have developed training materi-
ties. Sometimes, when staff members have difficulty getting als and can provide training at the regional or international
away for an entire week, training may occur on a series of level. Some private nongovernmental institutions in the
Saturdays. United States, such as Management Sciences for Health,
This approach is appropriate for most training needs in and quasi-governmental institutions, such as the Eastern
pharmaceutical management, especially for top- and middle- and Southern African Management Institute in Arusha,
level personnel. Prerequisites for effective short-term train- Tanzania, offer training in individual countries. In addition,
ing include some institutions are beginning to develop regional train-
ing centers in management; Country Study 52-3 illustrates
A sufficient supply of people with appropriate back- a regional approach to technical assistance and capacity
ground or education building in East Africa.
Courses available in the language of the participants Observation trips. Countries that do not have formal
Course design that uses training modules to allow training programs but have successfully implemented essen-
for flexible curricula to meet the needs of target tial medicines programs can offer useful and practical exam-
groups ples for personnel from other countries. In addition, some
Intensive, practical training so that participants multinational and national pharmaceutical manufacturers
gain a good mix of information and skills in a short have regional or local warehouses, manufacturing plants,
time and laboratories that are good sites for visits. Observation
Adequate follow-up of graduates, including provision trips work best when combined with short-term training,
of continuing education programs, to ensure that they to reinforce in a practical way the skills learned. Such pro-
continue to function effectively grams can benefit both the visitors and the institution vis-
ited, especially if the trainer accompanies the trainees.
In addition to training the target groups outlined in Table Conferences and seminars. Standardized curricula pre-
52-1, this type of program is suitable for the training of pared by an international institution can be used to present
trainers (often referred to by the acronym TOT) who will at regional conferences and seminars. This approach works
return to their jobs and train others in the techniques and well for focusing on particular components, such as phar-
skills they have learned. Thus, short-term training should maceutical distribution or use. It is also an effective way
include pedagogical and leadership skills and provide some to promote longer training programs, information sharing
institution-building capacities. Annex 52-2 provides further among developing-country personnel, desire for improve-
information on workshop logistics and evaluation. ment, and general sensitization of policy makers to the
An example of an innovative type of training is the importance of pharmaceutical management.
monitoring-training-planning (MTP) methodology, which In-country counterpart training. An outside consultant
puts into place an ongoing process to deal with individ- with expertise in an aspect of pharmaceutical management,
ual training issues in the short term. MTP puts the tools such as computerized inventory, can train counterparts by
and responsibility for training into the hands of local staff, working on-site for a period of weeks or months. Short-term
who tackle specific problems in concise, monthly sessions. consultancies work best when they are focused on a specific
See Country Study 52-2 for an introduction and example activity (for example, a pharmaceutical packaging process
of the MTP methodology being used in the Lao Peoples or the development of an operations manual). Longer peri-
Democratic Republic (P.D.R.). ods (from two to four years) are required for overall systems
52.12 H uma n resources ma nag eme n t
renovation. Meaningful improvements in pharmaceutical Lack of appropriate institutional capacity building: The host
management systems can be made using long-term, on-site country may not be able to continue innovations after the
consultants. The major limitations are departure of the consultant.
Expense: International agencies characteristically spend a Assistance for the design and implementation of
significant amount of money a month to support an in- training courses
country consultant.
Lack of regional effect: Only the individual country bene Ideally, training courses are best developed by educators
fits, although participants in a program could train oth- skilled in instructional design who have a solid background
ers. in and knowledge of the topic areas. However, the skills
involved in designing and implementing a training pro- est priority. Training programs have usually been estab-
gram can be learned by observing good trainers and paying lished on an ad hoc basis to fulfill a specific need rather
attention to how they use different methods. Many phar- than in a systematic and comprehensive way. But some
maceutical programs rely on outside organizations, such as programs address specific areas for a particular level in the
Management Sciences for Health, i+Solutions (previously supply system or for multiple levels in a vertical disease
the International Dispensary Association), and WHO to control program.
help them develop local training programs or provide train- Annex 52-1 lists selected organizations that have practical
ing opportunities for staff (see Annex 52-1). Training-of- experience in the design or implementation of training pro-
trainers courses are also frequently offered by local, regional, grams, or both. These organizations are invaluable resources
or international training institutes. for the development of many types of training programs.
Another valuable resource for a training program is the
practical experience of organizations and institutions in Training and presentation skills
the pharmaceutical supply process. Among these are inter
national organizations, governmental and nongovernmental A trainer is expected to be knowledgeable, possess excellent
organizations, universities, developing-country institutions, communication skills, and be able to communicate at the
and programs already operating in developing countries. level and in the language of the participants (consecutive or
With few exceptions, however, these organizations have simultaneous translation may be appropriate for certain sit-
made technical assistance rather than training their high- uations). To be effective, the trainer should take into account
52.14 H uma n resources ma nag eme n t
screen screen
flip chart flip chart
Presentation
screen screen
flip chart flip chart
Presentation
+
Large group discussion
screen screen
flip chart flip chart
Presentation
+
Large group discussion
+
Small group
exercise
Training in pharmaceutical supply management was such as organization of supplies, record keeping, order-
introduced as part of the Essential Drugs Program in ing and stock control, labeling of medicines, but also
Mpumalanga province in South Africa. To study the rational-medicine-use indicators, such as patient knowl-
effect of the training, a pre- and post-intervention study edge and advice received from staff and appropriate use
was conducted comparing six randomly chosen primary of the essential medicines list. The results of the evalua-
health care clinics that received training to six primary tion showed significant improvements across the range
health care clinics that did not receive training. The of outcome measures in the intervention group, and
three-day workshop was part of a provincial pharmaceu- the improvements were sustained and even increased
tical supply management training cascade. in some instances from the first to the second post-
The evaluation included a pre-intervention survey, the intervention survey. The pharmaceutical supply man-
training workshop for staff of the study group clinics, a agement training not only affected the pharmaceutical
post-intervention survey one month after the training, management indicators, but also improved patient care
and a second survey three months after the training. The and raised the level of use of the essential medicines list.
study measured not only supply management outcomes, Source: Summers and Kruger 2004.
the nature of the target group or audience (who are they? are its main points. These main points are then expanded using
they senior or line managers?) and their level of knowledge the chosen learning methods. At the end of the session, the
and skill (have participants been trained in the subject to be trainer should always summarize the discussion, making
presented or related subjects?). sure to allow time for questions and clarification.
Preparation. Time used in preparation is time well spent. In developing visual aids, the following points should be
On average, the amount of time spent preparing the first kept in mind
presentation of a course or training session by a person
knowledgeable on the topic equals four times that spent pre- Use only one idea per visual aid to avoid crowding.
senting it. So a one-week course would require four weeks Use large letters and clear drawings.
of preparation. After looking up information and consulting Do not include too much information on one slide
manuals and other resources that are relevant to the subjects (seven lines with seven words per line is a maximum
(identified in the needs assessment), the trainer chooses guideline).
appropriate learning methods and puts together a session Do not use multiple fonts, sizes, and colors.
plan. He or she takes steps to acquire or prepare appropri- Allow plenty of time for preparing the visual aids and
ate participants guides and audiovisual aids well in advance time for obtaining and testing the equipment.
of the targeted training date. The trainer should have the Test the materials in a rehearsal before the session,
draft materials peer reviewed by someone who is technically preferably in front of critical colleagues.
competent in the subject area. Also, if possible, the trainer
should rehearse the presentation before colleagues, keeping When using visual aids, the trainer should take care to
in mind issues of time and clarity.
Presentation. The trainer should always come to the Check the visual aids and equipment a few minutes
training venue and the session early to check out the room, before the session begins.
the seating arrangements, and the audiovisual equipment Always face the audience, without obstructing their
(Figure 52-3). A friendly chat with participants before the view, and use a pointer.
session creates a more comfortable environment. Switch off the equipment during discussions.
Formal introductions should take place at the beginning
of the first session. One way to do this is to ask pairs of par- Trainers personal style. Personal appearance and style
ticipants to interview each other; then each presents the can make a difference in keeping participants interest
other to the group or records the information on a wall chart during a session. The trainer should maintain eye contact
for all to see. with the group and make sure that his or her voice is clear
The actual session should begin with the trainer present- and can be heard by everybody. When interest appears to
ing the objectives of the course or session and summarizing be flagging, the trainer needs to be flexible and willing to
52.16 H uma n resources ma nag eme n t
a s s e s s me n t g u ide
Annex 52-1 Sources of assistance for training programs to improve pharmaceutical management
The following organizations and institutions offer training fax: 44 20 7572 2508; e-mail: admin@commonwealth
in selected activities relevant to the pharmaceutical supply pharmacy.org; website: www.commonwealthpharmacy.org
process. This listing is not exhaustive, nor is it an endorsement of
Offers the Management of Pharmaceutical Supply, a distance
these training programs. For details, these organizations should
learning program for all pharmacist and nonpharmacist
be contacted directly.
managers involved with pharmaceutical supply procurement
International organizations are listed first, followed by national and management, especially at the regional level. The course
and private organizations and institutions. Also included is a does not require the student to take leave from his or her
list of short courses on pharmaceutical policy, pharmaceutical employment.
management, rational medicine use, and related subjects.
Crown Agents, St. Nicholas House, St. Nicholas Road, Sutton, Surrey,
SM1 1EL United Kingdom; telephone: 44 20 8710 6771; fax: 44 20
International organizations
8770 0479; e-mail: TrainingEnquiries@crownagents.co.uk; website:
World Health Organization (WHO), 20 Avenue Appia, CH 1211 http://www.crownagents.com/Training/CrownAgentsTraining.aspx
Geneva 27, Switzerland; telephone: 41 22 791 21 11
Crown Agents offers a number of short courses on general
Department of Essential Medicines and Pharmaceutical Policies; management and finance topics and in procurement and supply
website: http://www.who.int/medicines management, including a Certificate in Health Supply Chain
Management. Courses are held in the United Kingdom and in a
Assists member states in the development and implementation
number of other countries, including some in Africa and Asia.
of pharmaceutical policies, the supply of essential medicines of
good quality at the lowest possible cost, and the development Fdration Internationale Pharmaceutique/International
of training in the rational use of medicines. Works closely with Pharmaceutical Federation (FIP), P.O. Box 84200, 2508 AE, The
WHO collaborating centers on pharmaceutical regulation and Hague, The Netherlands; telephone: 31 70 302 1970; fax: 31 70 302
quality assurance and control. Provides training in product 1999; e-mail: fip@fip.org; website: www.fip.org
registration and computerization of drug regulatory data, as
Provides contact information on more than 900 pharmacy
well as good manufacturing practices (GMPs), analytical control,
schools worldwide as well as an extensive list of organizations
and preparation of chemical reference substances.
offering continuing education and online and distance learning
WHOs medicines department provide training programs courses on pharmacy topics. The FIP Foundation for Education
to support policy makers, ministry of health officials, and Research provides a certain number of scholarships,
nongovernmental organizations (NGOs), professional fellowships, and grants every year to assist in the development
associations, and other stakeholders in managing medicines of individuals or groups in the fields of pharmacy practice and
supply and rational pharmaceutical management. WHO pharmaceutical science.
participates in regional and national training courses for drug
Eastern and Southern Africa Management Institute (ESAMI), P.O.
regulators.
Box 3030, Arusha, Tanzania; website: http://www.esami-africa.org
WHO/EMP maintains a list of training resources on its website at
A regional institution that was designated by the UN Economic
http://www.who.int/medicines/training/en.
Commission for Africa as the African Centre of Excellence in
United Nations Childrens Fund (UNICEF), Supply Division, UNICEF Management Development, ESAMI has nine program areas,
Plads, Freeport, 2100 Copenhagen , Denmark; telephone: 45 3527 including training in general financial management and health
3527; fax: 45 3526 9421; website: www.unicef.org/supply management. Clients come from governments, parastatals, the
private sector, NGOs, and national and regional institutions in
The Supply Division conducts training on vaccine forecasting
Africa.
at regional immunization meetings and has developed
a complete suite of training modules on supply chain i+Solutions, Westdam 3b, 3441 GA Woerden, The Netherlands;
management. Through its Procurement Services, the Supply telephone: 31 34 848 9630; fax: 31 34 848 9659; e-mail: info@
Division can arrange for training in procurement and supply iplussolutions.org; website: http://www.iplussolutions.org
upon request.
i+Solutions is a not-for-profit organization specializing in
United Nations Institute for Training and Research (UNITAR), pharmaceutical supply chain management for low- and middle-
International Environment House, 1113 Chemin des Anemones, income countries. i+Solutions offers a variety of courses and
CH 1219 Chatelaine Geneva; telephone: 41 22 917 84 00; fax: 41 22 training programs in pharmaceutical management.
917 80 47; website: http://www.unitar.org
Mahidol University, Faculty of Pharmacy, Sri-ayudhaya Road,
Conducts training and workshops on many areas, including Rajadhevi, Bangkok 10400, Thailand; telephone: 66 02 644 8677
social and economic management, although not specific to 91, ext. 1301; fax: 66 02 354 4326; website: http://www.pharmacy.
pharmaceuticals. Offers a number of online training courses. mahidol.ac.th/eng
Offers short courses on pharmaceutical management, including
National and private organizations and institutions
use of essential medicines, GMP training, and pharmaceutical
Commonwealth Pharmacists Association, 1 Lambeth High Street, economics. Organizes professional meetings, conferences, and
London SE1 7JN, United Kingdom; telephone: 44 20 7572 2364; symposia as a means of professional continuing education.
52/Designing and implementing training programs 52.19
Management Sciences for Health (MSH), 784 Memorial Drive, an advanced therapeutic knowledge base and the necessary
Cambridge, Mass. 02139-4613 USA; telephone: 1 617 250 9500; fax: practical skills to ensure rational prescribing.
1 617 250 9090; website: www.msh.org
Swiss Tropical and Public Health Institute, Course Secretariat,
Center for Pharmaceutical Management, 4301 North Fairfax Drive, Socinstrasse 57, CH 4002, Basel, Switzerland; telephone: 41 61 284
Suite 400, Arlington, Va. 22203 USA; telephone: 1 703 524 6575; fax: 82 80; fax: 41 61 284 81 06; website: http://www.sti.ch
1 703 524 7898; e-mail: cpm@msh.org
Offers the two-week course Rational Management of
Offers short-term courses in multiple languages on rational MedicinesA Focus on HIV/AIDS, Tuberculosis and Malaria.
medicine use and other aspects of pharmaceutical management Conducted in English. Other courses in international health
and on other topics, including pharmacovigilance, management include Health Care and Management in Tropical Countries.
information systems, and disease-specific pharmaceutical
University of Heidelberg, Institute of Public Health, Course
managementsuch as HIV/AIDS, malaria, and tuberculosis. In
information: Im Neuenheimer Feld 365, 69120, Heidelberg,
more than thirty years, thousands of health professionals have
Germany; telephone: 49 62 21 56 50 48; fax: 49 62 21 56 49
participated in MSH courses in the United States and other
18; website: http://www.klinikum.uni-heidelberg.de/Short-
countries.
Courses.109912.0.html
Robert Gordon University, School of Pharmacy, Schoolhill,
Offers short courses in international health. Most of the courses
Aberdeen AB10 1FR, Scotland, United Kingdom; telephone: 44 1224
are post graduate, advanced level, one- and two-week long
262 502; website: www.rgu.ac.uk/pharmacy
programs conducted in English. The institute also offers a one-
The School of Pharmacy offers postgraduate distance learning year masters of science in international health.
courses and certificates for health care professionals to develop
52.20 H uma n resources ma nag eme n t