The Gap between Basic Sciences and Clinical Pharmacy Practice: Is it Epistemological?

1983 ◽  
Vol 17 (3) ◽  
pp. 210-215 ◽  
Author(s):  
Diane J. Fisher ◽  
Van Cleve Morris
Keyword(s):  
Clinical Pharmacy ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Clinical Instruction ◽  
Basic Sciences ◽  
Continuing Pharmacy Education ◽  
Curricular Content ◽  
Content Organization ◽  
Genuine Knowledge

In this article, it is argued that the perceived gap between basic scientists and clinical practitioners originates in the epistemological persuasions of each group, that is, in their view of genuine knowledge and the process by which knowledge is obtained. The broad implications of this disparity for the education of practicing pharmacists are discussed. The Instrumentalist epistemology, adopted, in part, by clinical pharmacy faculty, is proposed as a framework to guide undergraduate, graduate, and continuing pharmacy education. To improve the “fit” between underlying epistemology and clinical instruction, specific changes in curricular content, organization, and delivery parameters is essential to therapy.

scholarly journals Ethics Education for Contemporary Clinical Pharmacy Practice in Nigeria: Shortfalls and Needs

2020 ◽  
Vol 10 (1) ◽  
pp. 1-5
Author(s):  
Roland N. Okoro
Keyword(s):  
Clinical Pharmacy ◽  
Curriculum Design ◽  
Ethics Education ◽  
Ethical Issues ◽  
Healthcare Providers ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Pharmacy Ethics

The past decade has witnessed a shift in the ambitions of pharmacists away from the core role of dispensing medicines towards more interesting and rewarding relationships and responsibilities with other healthcare providers and patients. The patient-centred role of pharmacists has allowed ethical issues experienced in medical practice to surface in pharmacy practice, resulting in an increase in the number and variety of ethical dilemmas that pharmacists face in their routine pharmacy practice. Pharmacy education prepares pharmacy students for practice and must be in tune with the professional dynamics. Many countries that provide patient-centered pharmacy services have redesigned pharmacy ethics education while others are in various stages of revision of their curriculum in order to adequately equip future pharmacists with the rudiments required to handle ethical issues in clinical pharmacy practice. In contrast, in Nigeria, little or no pharmacy ethics is taught to pharmacy students and the challenge lies with the curriculum design and method of teaching.

Clinical Pharmacy Education in New England: A Report of the Whispering Pines Conference

DICP ◽  
1989 ◽  
Vol 23 (11) ◽  
pp. 912-919
Author(s):  
Susan S. Fish ◽  
Edward J. Mattea ◽  
Kimberly A. Thrasher ◽  
Alex A. Cardoni ◽  
Louise Glassner Cohen ◽  
...  
Keyword(s):  
New England ◽  
Clinical Pharmacy ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Current Status ◽  
Professional Networking ◽  
Barriers To Change ◽  
Pharmacy Profession ◽  
The Future ◽  
Near Future

Clinical pharmacy practice as it relates to the future of the pharmacy profession has been examined at Hilton Head in 1985 and at regional conferences throughout the U.S. between 1986 and 1988. However, clinical pharmacy education and its role in the future of the profession had not been the focus of this type of “futuristic” conference. In 1988, the clinical pharmacy faculties from the four colleges of pharmacy in New England met to discuss the “Directions for Clinical Pharmacy Education in New England.” Through a series of workshops, and stimulated by challenges from keynote speakers, the participants focused on the current status of clinical pharmacy education in New England, the barriers to change, and the strategies required to accomplish these changes. Consensus on prioritization of changes and their strategies was reached, and those that could be implemented in the near future were identified. Since the conference, changes have occurred and the professional networking that began at the conference has continued. This paper is a summary of the proceedings of this conference.

scholarly journals An Online Module Series to Prepare Pharmacists to Facilitate Cognitive Pharmaceutical Services

2021 ◽  
Vol 12 (1) ◽  
pp. 66-71
Author(s):  
Deepalakshmi M ◽  
Vijay V ◽  
Navaneethakrishnan S ◽  
Manikandan P ◽  
Arun K P ◽  
...  
Keyword(s):  
Treatment Options ◽  
Pharmacy Practice ◽  
Community Pharmacists ◽  
Pharmaceutical Services ◽  
Pharmacy Education ◽  
Lifestyle Modifications ◽  
Education Programs ◽  
Patient Counselling ◽  
Online Module ◽  
Continuing Pharmacy Education

An online module series offered to prepare pharmacists to facilitate cognitive pharmaceutical services. Four e-courses were uploaded in the e-based continuing pharmacy education (CPE) for community pharmacists. The four courses offered were the patient counselling aspects of hypertension, diabetes mellitus, peptic ulcer and asthma. Each course covered the necessary information about the disease, brief pathophysiology, treatment options, lifestyle modifications, expected side effects, ADR of treatment, Dos and Don’ts by the patients. The contents of these courses were presented online in the form of slides in reading format. The presentation included text, pictures and graphs. Out of 70 respondents, about 65.71% of (n=46) were male. Majority of the pharmacists (68.57%), (n=48) found to be D.Pharm. Holders Among 70 pharmacists about 55 pharmacists completed the patient counselling modules Majority of the respondents (n=38; 54%) believed that increasing the knowledge of the pharmacists would help to enhance the present status of pharmacy practice. More than three fourth (n=53; 76%) of the community pharmacists responded that continuing pharmacy education programs to be attended to develop their professional expertise. The feedback on the e-learn modules undergone by the participants was very encouraging and promising. All the participants agreed that the faculty of the module had got sound knowledge, and the modules were practical. This study's results suggest that a series of self-paced online modules with appropriate content can improve pharmacists confidence to provide cognitive pharmaceutical service.

Evolution of clinical pharmacy practice and pharmacy education in Taiwan, Vietnam, and Indonesia: A narrative review

2020 ◽  
Author(s):  
Hsiang-Wen Lin ◽  
Lin-Chun Yang ◽  
Okti Ratna Mafruhah ◽  
Hanh T.H. Nguyen ◽  
Thao T.B. Cao ◽  
...  
Keyword(s):  
Clinical Pharmacy ◽  
Pharmacy Practice ◽  
Narrative Review ◽  
Pharmacy Education

scholarly journals Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 48
Author(s):  
Ashley E. Johnson ◽  
Jillian Barrack ◽  
Jill M. Fitzgerald ◽  
Diana M. Sobieraj ◽  
Lisa M. Holle
Keyword(s):  
Community Pharmacy ◽  
Experiential Education ◽  
Self Care ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
P Value ◽  
Community Practice ◽  
Practice Experience ◽  
Group A ◽  
Group B

Background: Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after implementation of “MyDispense” into experiential education. Methods: Both first-year pharmacy students and assigned community IPPE preceptors were eligible. Students were stratified based on previous community pharmacy experience (< or ≥ 50 h), then randomized to complete MyDispense exercises before IPPE (group A) or after 24–32 h of IPPE (group B). We evaluated preceptors’ assessment of student readiness using a 6-item Likert scale survey and students’ readiness and opinion of MyDispense using an anonymous 9-item survey. Descriptive statistics were used to characterize data. The Mann–Whitney U test was used to compare groups and a p-value < 0.05 was considered statistically significant. Results: Of 177 eligible students, 155 were randomized and 56 completed study. Group A included 32 students; 56.3% had prior community practice experience. Group B included 24 students; 50% had prior community practice experience. Forty-eight preceptors were enrolled. Students who completed exercises before rotation received higher preceptor scores for patient counseling of self-care and of medications (p < 0.05 for both). Students self-assessed their counseling skills lower than all other skills; 30.4% and 42.9% of students felt mostly or always prepared to counsel for self-care and medications, respectively. Students found MyDispense straightforward, realistic, and appreciated the ability to practice in a safe, electronic, community pharmacy, patient-care environment. Conclusion: Simulation-based software, such as MyDispense, can enhance learner understanding of the prescription fill and counseling process in a community pharmacy practice setting.

scholarly journals A Novel Approach to Pharmacy Practice Law Instruction

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 75
Author(s):  
Matthew Deneff ◽  
Lisa M. Holle ◽  
Jill M. Fitzgerald ◽  
Kathryn Wheeler
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Survey Study ◽  
State Laws ◽  
Institutional Review ◽  
Novel Approach ◽  
Study Results ◽  
Course Changes ◽  
Main Component

Pharmacy law instruction is often taught as a didactic course; however practical application of pharmacy law is a main component of pharmacy practice. Technology-based simulations are becoming more frequently used to enhance didactic pharmacy education. The goal of this study was to evaluate the utility of and student perceptions on the usefulness of MyDispense community pharmacy simulation for additional law instruction that if successful might prompt curricular revamping. This Institutional Review Board–approved, two-year, qualitative, prospective, survey study was conducted in a case study class where students completed MyDispense exercises focused on common legal issues that arise in practice, both individually before and within groups during class. Participating students completed a qualitative survey directed at use of MyDispense for pharmacy law review, which included a series of close-ended questions graded on a Likert scale and open-ended questions thematically grouped. Thirty-eight (41%) and twenty-eight (31%) students completed surveys in 2017 and 2018, respectively. The majority of respondents felt exercises improved their understanding of pharmacy laws, focused on challenging areas, and were more interesting than additional lectures. However, certain topics were reported as irrelevant based on practice experiences or not ideal for simulation, and students desired exercises on state laws versus pharmacy policies. Students reported the MyDispense simulation exercises helped them to recall pharmacy laws and focus on topics that were challenging. These study results prompted curricular revamping to incorporate MyDispense throughout the curriculum for practice in recognizing and solving legal scenarios, along with didactic course changes.

scholarly journals National assessment of pharmaceutical workforce and education using the International Pharmaceutical Federation’s global development goals: a case study of Qatar

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Banan Abdulrzaq Mukhalalati ◽  
Meram Mohamed Mahmoud Elsayed Ibrahim ◽  
Majdoleen Omar Al Alawneh ◽  
Ahmed Awaisu ◽  
Ian Bates ◽  
...  
Keyword(s):  
Public Health ◽  
Workforce Development ◽  
Health Workforce ◽  
Qualitative Content Analysis ◽  
Pharmacy Practice ◽  
Policy Formation ◽  
Pharmacy Education ◽  
Global Development ◽  
Pharmacy Workforce ◽  
Development Goals

Abstract Background The sustainable development goals were launched by the United Nations in 2015. Its fifth goal was describing the achievement of universal health coverage by 2030. This goal reaffirms the importance of investing in the development and training of the global health workforce. In alliance with this, the International Pharmaceutical Federation (FIP) has published reports about pharmacy workforce planning in several countries. However, data about Qatar were not included in these reports. In 2017, FIP developed a transformational roadmap of pharmaceutical workforce and education. One systematic framework component of the roadmap is the Pharmaceutical Workforce Development Goals (DG[w]s) that were released in late 2016 and subsequently incorporated into the more comprehensive Global Development Goals1 in 2020, encompassing not only workforce development, but additionally practice and pharmaceutical science development. This study aimed to evaluate the current situation of pharmacy workforce and education in Qatar in relation to the original 13 Pharmaceutical Workforce Development Goals (DG[w]s). The objective was to identify the gaps in pharmacy workforce and education and to recommend evidence-led strategies to be included in both the Ministry of Public Health and the Qatar University College of Pharmacy workforce development plans. Methods Three rounds of conventional Delphi technique were conducted with expert panels of key decision-makers in pharmacy practice from the College of Pharmacy at Qatar University and the Ministry of Public Health, utilizing the FIP’s self-assessment survey. Qualitative content analysis was used to analyze and prioritize the identified gaps from the collected data. DG[w] was considered “met” if all the provided indicators were achieved, “partially met” if at least one of the indicators were achieved, and “not met” if none of the indicators were achieved Results The lack of competency framework (DG[w]5), workforce data (DG[w]12), and workforce policy formation (DG[w]13) are three major gaps in the provision of pharmaceutical workforce and pharmacy education in Qatar, influencing other DG[w]s. These gaps need to be addressed by the formation of Qatar Pharmaceutical Association through which academic, practice, and policymaking sectors can work together in developing health workforce intelligence system. Conclusion The results indicated that DG[w]s are interrelated and a gap in one goal can negatively influence others. Results and recommendations of this research will facilitate the implementation of strategic plans across leading pharmacy sectors to meet health needs in Qatar and achieve the third pillar of the Qatar National Vision 2030.

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