Global bibliometric analysis of pharmacists’ competency exam and educational trends 10.55131/jphd/2025/230225
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Abstract
In 2020, data from 194 WHO countries showed 51 million health workers, including 3.7 million pharmacists, emphasizing competency-based education (CBE) and demanding competency exams in each country. Therefore, this research aimed to map global trends, international relationships, and differences in pharmacists’ competency exam methods using bibliometric analysis. A bibliometric analysis of 597 articles published between 2014 and 2024 in Scopus and Web of Science was conducted using RStudio and Bibliometric, including performance analysis, science mapping, as well as network analysis to uncover publication trends, research clusters, and knowledge differences. Findings showed that the United States led in publication volume (330 articles), followed by Canada and Saudi Arabia. International partnerships were present in 13.57% of publications, with Saudi Arabia showing a particularly high cross-country relationship rate. During this research, dominant themes included pharmacy education, structured clinical exams, and interprofessional relationships. The American Journal of Pharmaceutical Education was the most prolific source, reflecting a focus on advancing competency-based learning. This research identified disparities in pharmacists’ competency exam methods and showed the need for standardized global frameworks associated with local contexts. Innovations such as AI-driven assessments and interprofessional education offered promising solutions for improving competency evaluation. In addition, recommendations included improving the relationship between academic institutions and regulatory bodies, incorporating advanced technologies, as well as associating exams with healthcare needs to improve the quality of pharmacists’ education. By addressing knowledge differences and promoting innovative assessment strategies, this research contributed to global efforts in strengthening pharmacists’ competencies and advancing equitable and high-quality education according to the Sustainable Development Goals (SDGs).
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