Pharmacy education in Nigeria : comparative and global perspective

Abstract

Pharmacy education in Nigeria has progressed significantly from a product-oriented to a patient-oriented approach. The history of pharmacy education in Nigeria dates back to the 1920s, when dispensers were trained to handle drugs and have evolved to focus on patient-oriented clinical practice with emphasis on patient care and management in collaboration with other health practitioners. The aim of this study is to critically review the pharmacy educational system in Nigeria and how it compares with the global standards, drawing insights from established frameworks such as those of the International Pharmaceutical Federation (FIP), Accreditation Council for Pharmacy Education (ACPE), and World Health Organization (WHO) guidelines A qualitative analysis of the pharmacy education in Nigeria is conducted, by analyzing existing literatures, policy documents, curriculum structure, data gathered from the pharmacist council of Nigeria (PCN) and various academic sources. And a comparison of the pharmacy education in Nigeria with the rest of the world was done. Pharmacy education worldwide is shifting towards patient-centered care, interprofessional collaboration, and integration of areas like Pharmacoeconomics, digital health, and public health leadership, guided by frameworks such as the FIP Global Competency Framework and the Pharmacists' Patient Care Process (PPCP). The findings of this research shows that Pharmacy education in Nigeria is shifting from a product-oriented B. Pharm to a patient-centered PharmD curriculum. Despite integrating clinical skills, leadership and communication, implementation is hindered by inadequate infrastructure, faculty shortages, and weak linkage between theory and practice. Comparatively, the United States offers a clinically focused PharmD as the sole entry degree, while Europe follows a two-cycle BPharm–MPharm with greater emphasis on basic sciences and limited clinical exposure. Nigeria’s curriculum remains largely theoretical. Key challenges include strikes, poor funding, and minimal integration of digital health and pharmacogenomics. Opportunities lie in adopting active learning, curriculum reforms, and alignment with global patient-centered standards.