Background: Pharmacy education reform in Taiwan began with the publication of a White Paper on Pharmacy Education in Taiwan (WPPET), leading to the introduction of six-year Pharm.D. programme in local schools. However, there's still diversity in educational goals among domestic pharmacy schools, and education recipients' perspectives are unreported. Methods: An education receivers-oriented, web-based questionnaire was employed to assess self-evaluated confidence and competency in pharmacy practice, adherence to WPPET, and opinions on pharmacy education reform, as well as the ideal pharmacy education. Results: A total of 458 responses were valid and included in the final analysis. Pharm.D. graduates showcased higher levels of confidence, self-evaluated competency, and overall satisfaction with their education compared to B. Pharm graduates. The direction for pharmacy education reform centred on course integration and advanced competency accreditation. Most respondents favoured retaining the national license test and introducing a new B. Pharm-based programme with choices for advanced capstone courses. Conclusion: This study implies the successful Pharm.D. programmes implementation aligned with WPPET. Future research should focus on course integration and advanced competency accreditation. A flexible, localised system providing diverse education options for recipients appears to be the most favourable.
{"title":"A Taiwanese pharmacy graduate-oriented questionnaire reveals higher confidence and self-evaluation in Pharm.D. graduates","authors":"Wei-Hung Hung, Hao-Chien Chen, Tzu-Chun Chou, Chieh-Ju Sung, Kuan-Lin Chen","doi":"10.46542/pe.2023.231.769779","DOIUrl":"https://doi.org/10.46542/pe.2023.231.769779","url":null,"abstract":"Background: Pharmacy education reform in Taiwan began with the publication of a White Paper on Pharmacy Education in Taiwan (WPPET), leading to the introduction of six-year Pharm.D. programme in local schools. However, there's still diversity in educational goals among domestic pharmacy schools, and education recipients' perspectives are unreported. Methods: An education receivers-oriented, web-based questionnaire was employed to assess self-evaluated confidence and competency in pharmacy practice, adherence to WPPET, and opinions on pharmacy education reform, as well as the ideal pharmacy education. Results: A total of 458 responses were valid and included in the final analysis. Pharm.D. graduates showcased higher levels of confidence, self-evaluated competency, and overall satisfaction with their education compared to B. Pharm graduates. The direction for pharmacy education reform centred on course integration and advanced competency accreditation. Most respondents favoured retaining the national license test and introducing a new B. Pharm-based programme with choices for advanced capstone courses. Conclusion: This study implies the successful Pharm.D. programmes implementation aligned with WPPET. Future research should focus on course integration and advanced competency accreditation. A flexible, localised system providing diverse education options for recipients appears to be the most favourable.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"25 3","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139161757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.46542/pe.2023.231.762768
Amélie Meeus, A. Sapin-Minet, Marianne Parent
Introduction: A serious game was implemented and evaluated to consolidate the knowledge of third-year pharmacy students about drug vectorisation systems. Methods: After a lecture on nanotechnology in health, students were immersed in a magical world for the one-and-a-half-hour tutorial: to complete their mission, they had to pick the right cards and solve puzzles within a limited time. Then, in debriefing, all the key concepts were recalled and explained according to their metaphorical counterparts, i.e. the puzzles. Feedback from the beta-test in 2021 (n=112) helped to optimise the pitch, the game, the rules and the debriefing. A formative evaluation was performed in 2022 (n=140) investigating students’ perception immediately after the session and immediate knowledge retention using a pre-test/post-test evaluation. The results of the final assessment were considered indirect indicators of student involvement. Results: Although the game itself did not immediately improve the students’ knowledge retention, it really was a great tool to motivate and engage participants, which might explain a significant improvement in the final assessment. Conclusion: A serious game can be an interesting tool to teach pharmaceutical technology. To help colleagues wishing to revitalise their pharmacy interventions, a non-exhaustive list of ideas to consider before starting the game conception is provided.
{"title":"Design and evaluation of a serious game for teaching nanotechnologies in pharmacy education","authors":"Amélie Meeus, A. Sapin-Minet, Marianne Parent","doi":"10.46542/pe.2023.231.762768","DOIUrl":"https://doi.org/10.46542/pe.2023.231.762768","url":null,"abstract":"Introduction: A serious game was implemented and evaluated to consolidate the knowledge of third-year pharmacy students about drug vectorisation systems. Methods: After a lecture on nanotechnology in health, students were immersed in a magical world for the one-and-a-half-hour tutorial: to complete their mission, they had to pick the right cards and solve puzzles within a limited time. Then, in debriefing, all the key concepts were recalled and explained according to their metaphorical counterparts, i.e. the puzzles. Feedback from the beta-test in 2021 (n=112) helped to optimise the pitch, the game, the rules and the debriefing. A formative evaluation was performed in 2022 (n=140) investigating students’ perception immediately after the session and immediate knowledge retention using a pre-test/post-test evaluation. The results of the final assessment were considered indirect indicators of student involvement. Results: Although the game itself did not immediately improve the students’ knowledge retention, it really was a great tool to motivate and engage participants, which might explain a significant improvement in the final assessment. Conclusion: A serious game can be an interesting tool to teach pharmaceutical technology. To help colleagues wishing to revitalise their pharmacy interventions, a non-exhaustive list of ideas to consider before starting the game conception is provided.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"32 4","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139161554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.46542/pe.2023.231.825836
Yetunde Fayemi, S. Showande, Karounwi Ogunjobi, T. Fakeye
Introduction: Nuclear medicine services, though still an emerging area in the field of medicine in Nigeria, have not been optimally utilised, possibly due to a lack of awareness by health workers. This study evaluated the knowledge and awareness of pharmacists and patients regarding radiopharmaceutical use in disease management. Methods: In this cross-sectional survey in southwest Nigeria, online self-administered and interviewer-administered structured questionnaires were used to collect data on the knowledge and perception of radiopharmaceuticals from 343 pharmacists and 67 ambulatory patients. The influence of the participant’s socio-demographic characteristics on the knowledge of radiopharmaceuticals scores was assessed with Man-Whitney U and Kruskal Wallis tests at p < 0.05. Results: The study found that 191 (55.7%) pharmacists and 75 (98.7%) patients had good knowledge of radiopharmaceuticals, while 70 (21.3%) pharmacists knew radiopharmaceuticals are regulated as radioactive substances and drugs. Most patients, 47 (61.8%), knew how to prevent radiation exposure to others, and 68 (89.5%) believed radiopharmaceuticals would help disease management. Conclusion: Pharmacists and patients have good knowledge of the use of radiopharmaceuticals. Pharmacists’ knowledge was influenced by the state of practice and prior knowledge of radiopharmaceuticals, while the number of clinics attended influenced patients’ knowledge.
{"title":"Knowledge and perception of pharmacists and patients on the use of radiopharmaceuticals in disease management","authors":"Yetunde Fayemi, S. Showande, Karounwi Ogunjobi, T. Fakeye","doi":"10.46542/pe.2023.231.825836","DOIUrl":"https://doi.org/10.46542/pe.2023.231.825836","url":null,"abstract":"Introduction: Nuclear medicine services, though still an emerging area in the field of medicine in Nigeria, have not been optimally utilised, possibly due to a lack of awareness by health workers. This study evaluated the knowledge and awareness of pharmacists and patients regarding radiopharmaceutical use in disease management. Methods: In this cross-sectional survey in southwest Nigeria, online self-administered and interviewer-administered structured questionnaires were used to collect data on the knowledge and perception of radiopharmaceuticals from 343 pharmacists and 67 ambulatory patients. The influence of the participant’s socio-demographic characteristics on the knowledge of radiopharmaceuticals scores was assessed with Man-Whitney U and Kruskal Wallis tests at p < 0.05. Results: The study found that 191 (55.7%) pharmacists and 75 (98.7%) patients had good knowledge of radiopharmaceuticals, while 70 (21.3%) pharmacists knew radiopharmaceuticals are regulated as radioactive substances and drugs. Most patients, 47 (61.8%), knew how to prevent radiation exposure to others, and 68 (89.5%) believed radiopharmaceuticals would help disease management. Conclusion: Pharmacists and patients have good knowledge of the use of radiopharmaceuticals. Pharmacists’ knowledge was influenced by the state of practice and prior knowledge of radiopharmaceuticals, while the number of clinics attended influenced patients’ knowledge.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"116 3","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139161168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.46542/pe.2023.231.796812
Peter Hamilton, A. Power, A. Boyter, Brian Addison, Sean McAleer
Background: Experiential Learning (EL) is a requirement of the General Pharmaceutical Council’s Standards for the Initial Education and Training of Pharmacists. Essential to the growth of high-quality EL is the development of the facilitators who supervise the student pharmacists in practice. This research aimed to identify the capabilities required by facilitators to support a student pharmacist effectively during EL. Methods: A two-phase mixed methods process was undertaken to reach an agreement on the capability descriptors required by EL facilitators. A literature review followed by a modified Delphi process was used to determine consensus on the identified draft capability descriptors. All feedback gained from the Delphi was analysed and used to shape the development of the descriptors. Results: A panel of 48 stakeholders was recruited to take part in the Delphi process. Response rates for the two Delphi rounds were high (Round 1 – 46 (95.8%), Round 2 – 41 (85.4%)) Following the Delphi, the initial list of descriptors was reduced to 92 descriptors across eight overall domains. Conclusion: Through this research, a high level of consensus was reached for the range of descriptors within the framework which can ensure relevant, efficient education and training for EL facilitators to develop quality EL in pharmacy environments.
{"title":"What capabilities are required for facilitators to support student pharmacists effectively during experiential learning (EL) in Scotland?","authors":"Peter Hamilton, A. Power, A. Boyter, Brian Addison, Sean McAleer","doi":"10.46542/pe.2023.231.796812","DOIUrl":"https://doi.org/10.46542/pe.2023.231.796812","url":null,"abstract":"Background: Experiential Learning (EL) is a requirement of the General Pharmaceutical Council’s Standards for the Initial Education and Training of Pharmacists. Essential to the growth of high-quality EL is the development of the facilitators who supervise the student pharmacists in practice. This research aimed to identify the capabilities required by facilitators to support a student pharmacist effectively during EL. Methods: A two-phase mixed methods process was undertaken to reach an agreement on the capability descriptors required by EL facilitators. A literature review followed by a modified Delphi process was used to determine consensus on the identified draft capability descriptors. All feedback gained from the Delphi was analysed and used to shape the development of the descriptors. Results: A panel of 48 stakeholders was recruited to take part in the Delphi process. Response rates for the two Delphi rounds were high (Round 1 – 46 (95.8%), Round 2 – 41 (85.4%)) Following the Delphi, the initial list of descriptors was reduced to 92 descriptors across eight overall domains. Conclusion: Through this research, a high level of consensus was reached for the range of descriptors within the framework which can ensure relevant, efficient education and training for EL facilitators to develop quality EL in pharmacy environments.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"15 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139162999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.46542/pe.2023.231.813824
Peter Hamilton, A. Power, A. Boyter, Brian Addison, Sean McAleer
Background: A key outcome of the changes to the Standards for Initial Education and Training of Pharmacists in Great Britain is to increase the quantity and quality of Experiential Learning (EL) in the MPharm programme. A companion paper described the development of a framework of essential capabilities required of EL facilitators to support quality EL. The aim of this paper was to establish the views of pharmacy stakeholders on the capability framework and suggest further development and potential uses in practice. Methods: Three focus groups were used to gather the views of pharmacy stakeholders with experience in delivering experiential learning. The focus groups were transcribed and analysed using thematic content analysis. Results: The themes from the focus group were categorised into five areas: 1) Overall views of the framework; 2) Perceived reasons for descriptors not reaching consensus; 3) Challenges of using the framework; 4) Potential developments of framework; and 5) Potential uses of the framework in practice. Conclusion: Given the current changes in the initial education and training of pharmacists, this research provides evidence of the value the framework provided on the role of an EL facilitator while outlining the need for refinements to encourage acceptability by stakeholders.
{"title":"What capabilities are required for facilitators to support student pharmacists effectively during experiential learning (EL) in Scotland? – Part 2","authors":"Peter Hamilton, A. Power, A. Boyter, Brian Addison, Sean McAleer","doi":"10.46542/pe.2023.231.813824","DOIUrl":"https://doi.org/10.46542/pe.2023.231.813824","url":null,"abstract":"Background: A key outcome of the changes to the Standards for Initial Education and Training of Pharmacists in Great Britain is to increase the quantity and quality of Experiential Learning (EL) in the MPharm programme. A companion paper described the development of a framework of essential capabilities required of EL facilitators to support quality EL. The aim of this paper was to establish the views of pharmacy stakeholders on the capability framework and suggest further development and potential uses in practice. Methods: Three focus groups were used to gather the views of pharmacy stakeholders with experience in delivering experiential learning. The focus groups were transcribed and analysed using thematic content analysis. Results: The themes from the focus group were categorised into five areas: 1) Overall views of the framework; 2) Perceived reasons for descriptors not reaching consensus; 3) Challenges of using the framework; 4) Potential developments of framework; and 5) Potential uses of the framework in practice. Conclusion: Given the current changes in the initial education and training of pharmacists, this research provides evidence of the value the framework provided on the role of an EL facilitator while outlining the need for refinements to encourage acceptability by stakeholders.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"8 4","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-09DOI: 10.46542/pe.2023.231.755761
Sarah Collier, Elizabeth Breeden
Background: Project management (PM) is a desired skill for pharmacists regardless of their practice settings. However, PM skills often develop as a by-product of the pharmacy curriculum rather than by design. This study describes an immersive, active learning exercise aimed at introducing PM skills and methods to student pharmacists. Methods: A didactic lecture and team-based case to evaluate a technology purchase for a small-scale, independent pharmacy was implemented in a second-year Healthcare Informatics course. Teams applied PM concepts to task completion timelines, budget constraints, and stakeholder engagement. A subset of students (N=36) participated in the research study to evaluate intervention impact. Results: A net positive shift in student perceptions and confidence was observed following exposure to the skill and methods of applying PM in the active learning experience. Notably, student appreciation grew for the PM skillset relative to pharmacy as did their openness to additional PM training. Conclusion: PM is a marketable skill, and it is foundational to any area of pharmacy practice. Herein, an active learning exercise is described to meet the objective of introducing PM principles and methodology to student pharmacists. The competencies gained will be useful in navigating the demands of the professional curriculum and their future practice.
{"title":"Introducing project management to student pharmacists in a healthcare informatics course","authors":"Sarah Collier, Elizabeth Breeden","doi":"10.46542/pe.2023.231.755761","DOIUrl":"https://doi.org/10.46542/pe.2023.231.755761","url":null,"abstract":"Background: Project management (PM) is a desired skill for pharmacists regardless of their practice settings. However, PM skills often develop as a by-product of the pharmacy curriculum rather than by design. This study describes an immersive, active learning exercise aimed at introducing PM skills and methods to student pharmacists. \u0000Methods: A didactic lecture and team-based case to evaluate a technology purchase for a small-scale, independent pharmacy was implemented in a second-year Healthcare Informatics course. Teams applied PM concepts to task completion timelines, budget constraints, and stakeholder engagement. A subset of students (N=36) participated in the research study to evaluate intervention impact. \u0000Results: A net positive shift in student perceptions and confidence was observed following exposure to the skill and methods of applying PM in the active learning experience. Notably, student appreciation grew for the PM skillset relative to pharmacy as did their openness to additional PM training.\u0000Conclusion: PM is a marketable skill, and it is foundational to any area of pharmacy practice. Herein, an active learning exercise is described to meet the objective of introducing PM principles and methodology to student pharmacists. The competencies gained will be useful in navigating the demands of the professional curriculum and their future practice.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"22 10","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138585700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-08DOI: 10.46542/pe.2023.231.741754
Sara EL Khatib, Carmela Bou-Malham, Fatima Moughnieh, C. Haddad, S. Hallit, M. Akel, P. Salameh, Zeinab Shouman, Katia Iskandar
Objective: This study aims to underscore the potential of pharmacist education in bridging the gap between COVID-19 vaccine hesitancy and acceptance, focusing on senior Lebanese citizens. Methods: The study is an online cross-sectional observational survey using the snowball technique. It was conducted in Lebanon during the lockdown over a period of five months from December 2020 to April 2021. Two hundred Lebanese adults aged 65 years and older with internet access were enrolled. Results: In total, 229 seniors completed the questionnaire, among which 18.8% took the COVID-19 vaccine. Results showed a significant association between vaccine-intake individuals with a higher number of comorbidities (ORa=1.15, 95% CI (1.09;1.22)). Acceptance of the vaccine (ORa=1.12, 95% CI (1.04; 1.20)) had a more significant influence than vaccine hesitancy (ORa=0.81, 95% CI (0.73; 0.90)). Key factors affecting higher vaccine acceptance were a recent history of falls (Beta=2.545, CI (0.823;4.268)), and seeking advice from a pharmacist (Beta=3.992, CI (0.877;7.106)) while being a healthcare professional was associated with lower acceptance (Beta=-2.398, CI (-4.492; -0.305)). Conclusion: This study accentuates the vital role of pharmacists' educational influence in promoting vaccine acceptance among seniors, emphasising the need to empower the elderly in their health choices for effective disease prevention.
目的:本研究旨在强调药剂师教育在弥合COVID-19疫苗犹豫和接受之间差距方面的潜力，重点关注黎巴嫩老年人。方法:本研究采用滚雪球技术进行在线横断面观察性调查。该研究是在2020年12月至2021年4月的五个月封锁期间在黎巴嫩进行的。200名年龄在65岁及以上的黎巴嫩成年人参加了这项研究。结果:共有229名老年人完成问卷，其中18.8%的老年人接种了COVID-19疫苗。结果显示，接种疫苗的个体与较高数量的合并症之间存在显著关联(ORa=1.15, 95% CI(1.09;1.22))。疫苗接受度(ORa=1.12, 95% CI (1.04;1.20))的影响比疫苗犹豫更显著(ORa=0.81, 95% CI (0.73;0.90))。影响较高疫苗接受度的关键因素是近期跌倒史(Beta=2.545, CI(0.823;4.268))和寻求药剂师建议(Beta=3.992, CI(0.877;7.106))，而作为医疗保健专业人员与较低的接受度相关(Beta=-2.398, CI (-4.492;-0.305))。结论:本研究强调了药师的教育影响在促进老年人接受疫苗方面的重要作用，强调了增强老年人健康选择能力以有效预防疾病的必要性。
{"title":"The role of pharmacist education as a catalyst: Examining COVID-19 vaccine acceptance and hesitancy in senior Lebanese citizens","authors":"Sara EL Khatib, Carmela Bou-Malham, Fatima Moughnieh, C. Haddad, S. Hallit, M. Akel, P. Salameh, Zeinab Shouman, Katia Iskandar","doi":"10.46542/pe.2023.231.741754","DOIUrl":"https://doi.org/10.46542/pe.2023.231.741754","url":null,"abstract":"Objective: This study aims to underscore the potential of pharmacist education in bridging the gap between COVID-19 vaccine hesitancy and acceptance, focusing on senior Lebanese citizens.\u0000Methods: The study is an online cross-sectional observational survey using the snowball technique. It was conducted in Lebanon during the lockdown over a period of five months from December 2020 to April 2021. Two hundred Lebanese adults aged 65 years and older with internet access were enrolled.\u0000Results: In total, 229 seniors completed the questionnaire, among which 18.8% took the COVID-19 vaccine. Results showed a significant association between vaccine-intake individuals with a higher number of comorbidities (ORa=1.15, 95% CI (1.09;1.22)). Acceptance of the vaccine (ORa=1.12, 95% CI (1.04; 1.20)) had a more significant influence than vaccine hesitancy (ORa=0.81, 95% CI (0.73; 0.90)). Key factors affecting higher vaccine acceptance were a recent history of falls (Beta=2.545, CI (0.823;4.268)), and seeking advice from a pharmacist (Beta=3.992, CI (0.877;7.106)) while being a healthcare professional was associated with lower acceptance (Beta=-2.398, CI (-4.492; -0.305)).\u0000Conclusion: This study accentuates the vital role of pharmacists' educational influence in promoting vaccine acceptance among seniors, emphasising the need to empower the elderly in their health choices for effective disease prevention.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"11 7","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138590282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-07DOI: 10.46542/pe.2023.231.707722
H. Sacre, J. Safwan, Fouad Sakr, C. Haddad, M. Akel, A. Hajj, R. Zeenny, P. Salameh
Background: After the pharmacy profession has shifted from product-oriented practices to a more patient-centered approach, patient satisfaction has become an essential indicator of overall quality of care. This study aimed to assess the impact of pharmacy services and pharmacist-patient relationships on patient satisfaction in a crisis context, considering patient characteristics, economic factors, access to care, and health status. Methods: A web-based cross-sectional study (April 11-April 27, 2023) assessed patient satisfaction using validated tools among 865 Lebanese adults. Results: Satisfaction with pharmaceutical care was moderate (60%), varying between 58% and 63%. Notably, higher satisfaction was significantly and positively correlated with having private health insurance (Beta=0.583), taking more medications (Beta=0.166), and receiving advice from pharmacists about a healthy lifestyle (Beta=0.651), while lower satisfaction was associated with a university level of education (Beta=-0.505), older age (Beta=-0.022), and perceiving pharmacists as medication experts (Beta=-1.007). Conclusion: Age, education, health coverage, and patient expectations, in addition to services offered by community pharmacists, significantly affected satisfaction in times of crisis. Stakeholders should address pharmaceutical care holistically, acting concomitantly on improving health coverage, access to care, reasonable expectations, and optimising community pharmacy services.
{"title":"A cross-sectional assessment of patient satisfaction with community pharmacy services in Lebanon: The IMPHACT-LB study","authors":"H. Sacre, J. Safwan, Fouad Sakr, C. Haddad, M. Akel, A. Hajj, R. Zeenny, P. Salameh","doi":"10.46542/pe.2023.231.707722","DOIUrl":"https://doi.org/10.46542/pe.2023.231.707722","url":null,"abstract":"Background: After the pharmacy profession has shifted from product-oriented practices to a more patient-centered approach, patient satisfaction has become an essential indicator of overall quality of care. This study aimed to assess the impact of pharmacy services and pharmacist-patient relationships on patient satisfaction in a crisis context, considering patient characteristics, economic factors, access to care, and health status. \u0000Methods: A web-based cross-sectional study (April 11-April 27, 2023) assessed patient satisfaction using validated tools among 865 Lebanese adults. \u0000Results: Satisfaction with pharmaceutical care was moderate (60%), varying between 58% and 63%. Notably, higher satisfaction was significantly and positively correlated with having private health insurance (Beta=0.583), taking more medications (Beta=0.166), and receiving advice from pharmacists about a healthy lifestyle (Beta=0.651), while lower satisfaction was associated with a university level of education (Beta=-0.505), older age (Beta=-0.022), and perceiving pharmacists as medication experts (Beta=-1.007). \u0000Conclusion: Age, education, health coverage, and patient expectations, in addition to services offered by community pharmacists, significantly affected satisfaction in times of crisis. Stakeholders should address pharmaceutical care holistically, acting concomitantly on improving health coverage, access to care, reasonable expectations, and optimising community pharmacy services.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"11 10","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-07DOI: 10.46542/pe.2023.231.723731
Harini Thiagarajan, S. Jamshed, Azyyati Mohd Suhaimi, P. L. Lua, Umar Idris Ibrahim
Background: Having a strong foundation in the science of pharmacogenetics is a significant prerequisite for both pharmacy and medical students to apply this knowledge in patient care once they enter into the healthcare setting. This study examines the level of foundational knowledge of pharmacogenetics and interest in learning about pharmacogenetics among third and fourth-year pharmacy and final-year medical students of the University Sultan Zainal Abidin (UniSZA) in Malaysia. Method: A total of 95 students participated in the study. A descriptive, cross-sectional study was conducted using a validated questionnaire from a previously published research paper. It was an electronic-based survey shared among the targeted population. Results: The average knowledge score for pharmacy students was 15.58 (SD ± 0.49) while final-year medical students had an average score of 14.56 (SD ± 0.32). A major percentage of the fourth-year pharmacy students were able to obtain scores higher than their junior counterparts and final-year medical students. Although the overall average knowledge score of the medical students was lower than that of the pharmacy students, nevertheless, they had a greater interest in learning about pharmacogenetics. Conclusion: There is a need to introduce up-to-date curricula for both pharmacy and medical students to enhance student comfort levels in pharmacogenetics practice.
{"title":"A quantitative exploration of the knowledge of pharmacy and medical students about Pharmacogenetics: Findings from a public university in Malaysia","authors":"Harini Thiagarajan, S. Jamshed, Azyyati Mohd Suhaimi, P. L. Lua, Umar Idris Ibrahim","doi":"10.46542/pe.2023.231.723731","DOIUrl":"https://doi.org/10.46542/pe.2023.231.723731","url":null,"abstract":"Background: Having a strong foundation in the science of pharmacogenetics is a significant prerequisite for both pharmacy and medical students to apply this knowledge in patient care once they enter into the healthcare setting. This study examines the level of foundational knowledge of pharmacogenetics and interest in learning about pharmacogenetics among third and fourth-year pharmacy and final-year medical students of the University Sultan Zainal Abidin (UniSZA) in Malaysia. \u0000Method: A total of 95 students participated in the study. A descriptive, cross-sectional study was conducted using a validated questionnaire from a previously published research paper. It was an electronic-based survey shared among the targeted population. \u0000Results: The average knowledge score for pharmacy students was 15.58 (SD ± 0.49) while final-year medical students had an average score of 14.56 (SD ± 0.32). A major percentage of the fourth-year pharmacy students were able to obtain scores higher than their junior counterparts and final-year medical students. Although the overall average knowledge score of the medical students was lower than that of the pharmacy students, nevertheless, they had a greater interest in learning about pharmacogenetics. \u0000Conclusion: There is a need to introduce up-to-date curricula for both pharmacy and medical students to enhance student comfort levels in pharmacogenetics practice.","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"31 7","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-07DOI: 10.46542/pe.2023.231.693706
A. Isah, C. A. Nwachuya, Chisom Victoria Aniefuna, Jennifer Chinaecherem Onyehalu, Somadina Sixtus Mmuo, Onyinyechi Cynthia Agozue, Dickson Onyedikachi Ugwu, Nancy Chinwe Amandi, John Chidimma Asogwa, Anthony Uche Umeh, Ezinwanne Jane Ugochukwu, C. Ubaka
Background: Assessing grit among pharmacy students provides insights into the students' experiences as well as the importance of implementing interventions to increase their levels of grit. The purpose of this study was to assess students' grit in Nigerian pharmacy schools and to identify factors that predict the amount of grit among pharmacy students. Methods: This study utilised a nine-item questionnaire-based cross-sectional design among final-year pharmacy students from one public university, in each of the six geopolitical zones of Nigeria for a month. Descriptive and inferential statistics were employed. Results: A total of 590 pharmacy students responded to the questionnaire (response rate = 66.89%). Most students 409 (69.32%) were between the ages of 20 - 25 years. A majority, 573 (97.1%) reported being free from any chronic diseases and 427 (72.37%) reported being engaged in extracurricular activities. A group mean grit score of 37.091 ± 0.253 was observed. Students from all the schools reported ‘Not Like me’ 14 (2.37%) to ‘I have overcome setbacks to conquer an important challenge’, while 275 (46.61%) chose ‘Very much like me’. Predictors of high grit level were institution (Beta, p-value), mode of accommodation (ꞵ = 1.494, p = .039), and sponsorship (ꞵ = 4.207, p = .047). Conclusion: Pharmacy students in Nigeria have a high grit level and the institution of study had an impact on the level of grit.
{"title":"Grit and its associated factors among final year pharmacy students in public universities in Nigeria: A cross-sectional study","authors":"A. Isah, C. A. Nwachuya, Chisom Victoria Aniefuna, Jennifer Chinaecherem Onyehalu, Somadina Sixtus Mmuo, Onyinyechi Cynthia Agozue, Dickson Onyedikachi Ugwu, Nancy Chinwe Amandi, John Chidimma Asogwa, Anthony Uche Umeh, Ezinwanne Jane Ugochukwu, C. Ubaka","doi":"10.46542/pe.2023.231.693706","DOIUrl":"https://doi.org/10.46542/pe.2023.231.693706","url":null,"abstract":"\u0000Background: Assessing grit among pharmacy students provides insights into the students' experiences as well as the importance of implementing interventions to increase their levels of grit. The purpose of this study was to assess students' grit in Nigerian pharmacy schools and to identify factors that predict the amount of grit among pharmacy students. \u0000Methods: This study utilised a nine-item questionnaire-based cross-sectional design among final-year pharmacy students from one public university, in each of the six geopolitical zones of Nigeria for a month. Descriptive and inferential statistics were employed. \u0000Results: A total of 590 pharmacy students responded to the questionnaire (response rate = 66.89%). Most students 409 (69.32%) were between the ages of 20 - 25 years. A majority, 573 (97.1%) reported being free from any chronic diseases and 427 (72.37%) reported being engaged in extracurricular activities. A group mean grit score of 37.091 ± 0.253 was observed. Students from all the schools reported ‘Not Like me’ 14 (2.37%) to ‘I have overcome setbacks to conquer an important challenge’, while 275 (46.61%) chose ‘Very much like me’. Predictors of high grit level were institution (Beta, p-value), mode of accommodation (ꞵ = 1.494, p = .039), and sponsorship (ꞵ = 4.207, p = .047). \u0000Conclusion: Pharmacy students in Nigeria have a high grit level and the institution of study had an impact on the level of grit.\u0000","PeriodicalId":19944,"journal":{"name":"Pharmacy Education","volume":"50 2","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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