Trends in the reorganization of postgraduate education systems for pharmacists

Authors

DOI:

https://doi.org/10.24959/sphhcj.26.376

Keywords:

continuous professional development; clinical pharmacy; microqualifications; postgraduate education of pharmacists; professional competencies; digitalization of education

Abstract

The postgraduate education (PGE) system for pharmacists around the world is in a state of active transformation under the influence of technological changes, global challenges and the growing role of the pharmacist in the interprofessional team. The relevance of the topic is due to the need to modernize the national model of PGE taking into account international experience.

Aim. To analyze the evolution of PGE approaches for pharmacists, identify current trends, and outline opportunities for integrating innovative, standardized, and personalized educational technologies.

Materials and methods. A scoping review of international literature, the bibliometric analysis of the scientific activity, and a comparative review of PGE models in various countries over the past five decades.

Results and discussion. The results of the study have demonstrated a clear evolution of the system: from a fragmented PGE to a comprehensive model of continuous professional development (CPD). Leading countries actively implement digital platforms, microqualifications, and flexible forms of personalized learning, while expanding the clinical competencies of pharmacists. At the same time, the role of the educator is shifting from a translator of knowledge toward that of a facilitator who supports the individualized learning processes. Ukraine is undergoing similar transformations, albeit with a time lag, and is rapidly adapting digital learning formats, especially under martial law.

Conclusions. The effective reform of the pharmacists’ PGE is based on the gradual implementation of innovations with continuous monitoring of outcomes, as demonstrated by the experience of North American and European countries. Expanding the pharmacists’ clinical role aims to improve the healthcare quality rather than being an end in itself, and requires updating the teaching competencies and assessment standards. Successful implementation of CPD models and microqualifications is possible only through collaboration among educational institutions, professional associations, regulators, and employers. A crucial factor is a balance between standardized curricula and personalized learning pathways to maintain the professionals’ motivation for lifelong development. The Ukrainian system of the pharmacists’ PGE has evolved from the absence of formal procedures to the introduction of mandatory specialization cycles (1993) and a gradual transition to the CPD model (2021–2023). Despite some lag behind global trends, Ukraine has successfully adapted international practices taking into account local healthcare realities. Digital learning formats and certification systems are actively developing, enabling scalable access to quality education. Even under wartime conditions, the system remains flexible and ensures the continuity of the pharmacists’ professional development.

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2026-04-01

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Hrynkiv, Y. O., & Revyatskyy, I. Y. (2026). Trends in the reorganization of postgraduate education systems for pharmacists. Social Pharmacy in Health Care, 12(1), 45–57. https://doi.org/10.24959/sphhcj.26.376

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Vol. 12 No. 1 (2026): Social pharmacy in health care

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Health organization

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