Pharmacy education in Lebanon

Abstract

Objective Challenges faced by academia are no longer shaped by information accessibility but rather, and perhaps surprisingly so, by availability. A case in point is the lack of information on pharmacy education in Lebanon. In an attempt to salvage the status of pharmacy education in Lebanon on the national, regional, and international educational maps, the present work highlights the legacy of pharmacy education in Lebanon, mainly in the context of educational institutions, programs, and curricula. Methods This manuscript tackles pharmacy education in Lebanon as it relates to three educational systems—French, Lebanese, and American—that were pioneered by Saint-Joseph University (USJ), the Lebanese University (LU), and the Lebanese American University (LAU), respectively. Results Although the three systems follow similar pharmacy curricula, they differ greatly in terms of the weight they place on each of the major areas of focus (i.e., general requirements, basic/biomedical sciences, pharmaceutical sciences, clinical sciences, and pharmacy practice experiences). Conclusions The success of pharmacy education in Lebanon is attributed not only to the diverse academic systems/curricula but also to sociocultural perceptions (i.e., status and knowledge), organizational jurisprudence and licensure (i.e., Lebanese Order of Pharmacists and Lebanese Board Examination), and international recognition (i.e., Accreditation Council for Pharmacy Education–accredited LAU and French government–affiliated USJ). These factors have initiated a surge of students toward pharmacy education with the positive momentum Lebanese universities have long awaited for.