The Journal of Pharmacy Education and Leadership (JPEL) is an international, peer-reviewed, open-access scholarly journal committed to advancing excellence in pharmacy education and leadership. JPEL provides a dedicated platform for the dissemination of evidence-based innovations, critical perspectives, and scholarly discourse that contribute to the evolution of teaching, learning, and academic leadership within the pharmacy profession.
Founded with the goal of fostering a dynamic academic community, the journal brings together educators, researchers, administrators, policy makers, and pharmacy practitioners who are passionate about shaping the future of pharmacy education and institutional leadership.
Our Objectives
- To promote high-quality research and scholarly writing in pharmacy education, training, and academic leadership
- To encourage innovation and evidence-based practices that enhance teaching and learning effectiveness
- To support leadership development, mentorship, and capacity-building in academic pharmacy
- To foster collaboration and knowledge exchange among global pharmacy education stakeholders
- To provide a forum for sharing curricular strategies, policy implications, and organizational best practices
What We Publish
JPEL welcomes diverse forms of scholarly contributions, including:
- Original Research Articles
- Systematic Reviews and Meta-analyses
- Educational Case Reports and Curricular Innovations
- Commentaries and Perspective Pieces
- Policy Papers and Academic Leadership Features
- Letters to the Editor
Our Audience
The journal is intended for a global readership including:
- Pharmacy educators and curriculum designers
- Academic administrators and institutional leaders
- Researchers in health education and pedagogy
- Students and trainees in pharmaceutical sciences
- Healthcare professionals and policy makers
Commitment to Quality and Ethics
We uphold the highest standards of editorial integrity, peer review, and ethical publishing. All submissions undergo rigorous peer review by experts in the field to ensure relevance, originality, and scholarly merit.
