Global Competence Index

Global Competence Index (GCI) for Pharmacy Institutions

Purpose:

To assess how effectively a pharmacy institution prepares students for a globalized healthcare environment by integrating international standards, fostering cross-cultural competence, encouraging global mobility, and equipping students for international careers and collaborations.

Core Components & Expanded Metrics

Component

Description

Expanded Metrics & Indicators

1. Curriculum Internationalization

Integration of global content, guidelines, and case studies in teaching

– Number of globally aligned courses (e.g., WHO standards, ICH-GCP, pharmacoeconomics)
– Integration of international regulatory frameworks (FDA, EMA, PMDA)
– Availability of elective modules with global relevance (e.g., tropical medicine, global pharmacovigilance)
– Curriculum benchmarking with global programs (US PharmD, UK MPharm)

2. International Collaborations

Partnerships for academic, clinical, and industrial exchange

– Number of active MoUs with international institutions or industries
– Number of inbound/outbound student exchanges per year
– Joint faculty programs or research initiatives
– Participation in global consortiums (e.g., U21, Erasmus+, ICMR-WHO projects)

3. Global Career Readiness

Student preparedness for international careers and licensure

– % of students attempting/passing international licensing exams (NAPLEX, FPGEE, PEBC)
– International internship or job placements
– Support programs for credential evaluation and visa processes
– Guidance on global pharmacy roles (clinical, regulatory, humanitarian)

4. Language and Cultural Proficiency

Competence in international communication and intercultural understanding

– Availability of foreign language electives (e.g., French, Spanish, Japanese)
– Language proficiency certifications (TOEFL, IELTS, DELE, etc.)
– Participation in cultural immersion programs or international student clubs
– Training modules on intercultural communication and ethics

5. Student & Faculty Diversity

Inclusion of international voices and perspectives on campus

– % of international students enrolled annually
– % of visiting or adjunct international faculty
– Participation in global seminars, summer schools, and virtual exchanges
– Institutional support for inclusive and multicultural learning environments

6. Global Research & Outreach

Engagement with global research agendas and health priorities

– Number of publications in international peer-reviewed journals (indexed in PubMed, Scopus, etc.)
– Projects addressing global health challenges (e.g., AMR, neglected diseases, vaccine equity)
– Collaboration with international funding agencies (NIH, WHO, Gates Foundation)
– Participation in cross-border clinical trials or pharmacovigilance programs

7. Technology & Global Tools Use

Use of international databases, research tools, and global pharma software

– Access to and training in databases like PubMed, Scopus, DrugBank, MedDRA
– Use of global pharmacovigilance platforms (e.g., VigiBase, UMC)
– AI tools and data analytics software for global health trends
– Simulation tools that reflect international regulatory or clinical practices

Basic GCI Formula

GCI = (Number of students participating in international programs ÷ Total students in class) × 100

GCI to 0–5 Scale Conversion

GCI (%)

Rating

Interpretation

0–10%

0

Very Low Global Competence

11–30%

1

Low Global Competence

31–50%

2

Moderate Global Competence

51–70%

3

High Global Competence

71–90%

4

Very High Global Competence

91–100%

5

Exceptional Global Competence