Hospital Pharmacy Practice and the Way Forward for Pharmacy Education in Thailand

Pharmacy profession is one of the most renowned and recognized professions in the world. Hospital pharmacy is a branch of pharmacy and is well practiced in theWestern society, but in the context of Nepal, the situation is quite different. Hospital pharmacy of Nepal is usually overcrowded with patients due to limited health facilities, inadequate human resources, infrastructure and technology. Most of the hospitals further lack Drug and Therapeutic Committee (DTC), Drug information centre (DIC) and Pharmacovigilance centre, and in practice, the established DTC, DIC and Pharmacovigilance centre are functioning at sub-optimal level. The hospital pharmacy seems to be a profession of pride for many pharmacists with lots of expectation. However, the reality is that many of the pharmacist fail to meet their own expectation mainly due to lack of self competency, and appreciation by patients and other healthcare professionals. Moreover, a pharmacist may frequently encounter with weak regulation and implementation of policies, inadequate human resources, hectic dispensing focused schedule, more money-oriented organizational policy and poor images left behind by the seniors, all of which contribute to slow growth of the hospital pharmacy practice in Nepal. Also, gap has been observed between pharmacy education and current need in hospital pharmacy practice.The understanding of patients towards pharmacy profession is poor. They often give less priority to appropriate use of medicines and medical devices. They do not seem to worry much about the side effects, interactions, contraindications, precautions to be taken and action needed to be taken in cases of missed dose. Patients are usually in rush to leave the pharmacy and frequently raise their voice to the pharmacist to draw circles and write time of administration on the primary packages of the medication (usually a permanent marker). Patients with chronic disease such as hypertension, diabetes, chronic obstructive pulmonary disease often refuse to attend the medication counseling centre despite the fact that we have found patients using their medication and medical devices incorrectly for a long time. Patients have been found to use their inhaler devices through nose and without breaking dry powder inhalers capsule, taking pessaries even through mouth and frequently visit emergency room due to exacerbation of diseases.Collaborative efforts between health authorities and educational institutions, integration of innovative approaches in hospital pharmacy practice, enriched patient awareness on appropriate use of medicines and medical devices together with patient focused services could overcome these barriers and achieve the transition towards good hospital pharmacy practice and pharmaceutical care. Urgent academic exercise aimed at attaining revamping of curriculum, keeping in pace with current and emerging trends in the field of hospital pharmacy practice and pharmaceutical care is needed. Further, hospital pharmacy practice should be evidence based, initiation of continue pharmacy education and innovative research on pharmacy practice need to be encouraged. Such approach may upgrade hospital pharmacy profession in Nepal in near future.

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Pharmacy Practice and Education in Finland

Pharmacy ◽

10.3390/pharmacy7010021 ◽

2019 ◽

Vol 7 (1) ◽

pp. 21 ◽

Cited By ~ 2

Author(s):

Jouni Hirvonen ◽

Outi Salminen ◽

Katariina Vuorensola ◽

Nina Katajavuori ◽

Helena Huhtala ◽

...

Keyword(s):

Hospital Pharmacy ◽

Creative Thinking ◽

Pharmaceutical Research ◽

Pharmacy Practice ◽

Pharmacy Education ◽

Individual Member ◽

The European Union ◽

Patient Counseling ◽

Member States ◽

Problem Solving Skills

The Pharmacy Education in Europe (PHARMINE) project studies pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Finland. Pharmacies have a monopoly on the dispensation of medicines. They can also provide diagnostic services. Proviisori act as pharmacy owners and managers. They follow a five-year (M.Sc. Pharm.) degree course with a six-month traineeship. Farmaseutti, who follow a three-year (B.Sc. Pharm.) degree course (also with a six-month traineeship), can dispense medicines and counsel patients in Finland. The B.Sc. and the first three years of the M.Sc. involve the same course. The current pharmacy curriculum (revised in 2014) is based on five strands: (1) pharmacy as a multidisciplinary science with numerous opportunities in the working life, (2) basics of pharmaceutical sciences, (3) patient and medication, (4) optional studies and selected study paths, and (5) drug development and use. The learning outcomes of the pharmacy graduates include (1) basics of natural sciences: chemistry, physics, technology, biosciences required for all the students (B.Sc. and M.Sc.), (2) medicine and medication: compounding of medicines, holism of medication, pharmacology and biopharmaceutics (side-effects and interactions), patient counseling, efficacy and safety of medicines and medication, (3) comprehensive and supportive interactions of the various disciplines of pharmacy education and research: the role and significance of pharmacy as a discipline in society, the necessary skills and knowledge in scientific thinking and pharmaceutical research, and (4) basics of economics and management, multidisciplinarity, hospital pharmacy, scientific writing skills, management skills. In addition, teaching and learning of “general skills”, such as the pharmacist’s professional identity and the role in society as a part of the healthcare system, critical and creative thinking, problem-solving skills, personal learning skills and life-long learning, attitude and sense of responsibility, and communication skills are developed in direct association with subject-specific courses. Professional specialization studies in industrial pharmacy, and community and hospital pharmacy are given at the post-graduate level at the University of Helsinki.

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Pharmacy Practice and Education in Estonia

Pharmacy ◽

10.3390/pharmacy7030087 ◽

2019 ◽

Vol 7 (3) ◽

pp. 87 ◽

Cited By ~ 2

Author(s):

Daisy Volmer ◽

Kristiina Sepp ◽

An Raal ◽

Jeffrey Atkinson

Keyword(s):

Hospital Pharmacy ◽

Pharmacy Practice ◽

Pharmaceutical Product ◽

Pharmacy Education ◽

Individual Member ◽

Community Pharmacies ◽

The European Union ◽

Member States ◽

Pharmacy Curriculum ◽

The University

The Pharmacy Education in Europe (PHARMINE) project studied pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey forwarded to selected pharmacy representatives at community and hospital pharmacies, in the pharmacy industry and at drug authorities. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE project on pharmacy practice and education in Estonia. In this paper, we examine the harmonisation of practice and education in Estonia with EU norms. Community pharmacies in Estonia provide traditional and extended services, of which influenza vaccination, the evaluation of the risk of diabetes, and medication use review have been introduced recently. Pharmacists (in Estonian proviisor) study at the University of Tartu for five years and graduate with a Master of Pharmacy (MSc Pharm) degree. A pharmacist can be the owner of a pharmacy, or work as a pharmacy manager or chief pharmacist in either a community or a hospital pharmacy. Assistant pharmacists (in Estonian farmatseut) study at the Tallinn Health Care College for 3 years; after graduation, they are mainly employed in community pharmacies. The University of Tartu is the only university in Estonia providing higher education in pharmacy at university level. The pharmacy curriculum is an integrated (bachelor followed by master), pharmaceutical product-oriented study programme. It was last updated in 2019. On that occasion, several changes were made such as the introduction of competency-based modules; novel methods in education and training based on the constructive alignment and the restructuring of the six-month traineeship. Several new courses focus on the concepts of clinical pharmacy and on patient-centred communication. In the current pharmacy curriculum, there is a balance between chemical and medical subjects. The traineeship is provided for six months at a community and/or hospital pharmacy in the 5th year. Currently, the pharmacy curriculum at the University of Tartu does not offer specialization in subjects such as hospital or industrial pharmacy.

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

Pharmacy ◽

10.3390/pharmacy9010048 ◽

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.

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A Novel Approach to Pharmacy Practice Law Instruction

Pharmacy ◽

10.3390/pharmacy9020075 ◽

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.

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

Journal of Pharmaceutical Policy and Practice ◽

10.1186/s40545-021-00305-y ◽

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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Accomplishing CAPE Domain 3 During APPE Rotations: Student Perceptions

Journal of Pharmacy Practice ◽

10.1177/08971900211000689 ◽

2021 ◽

pp. 089719002110006

Author(s):

Susan M. Smith ◽

Jamielynn Sebaaly ◽

Lisa Brennan ◽

Wesley Haltom ◽

Lisa Meade ◽

...

Keyword(s):

Problem Solving ◽

Student Perceptions ◽

Learning Experiences ◽

Pharmacy Practice ◽

Private University ◽

Patient Advocacy ◽

Pharmacy Education ◽

Geographical Regions ◽

Care Outcomes ◽

Domain 3

Introduction: The purpose of this study is to examine student perceptions of accomplishment among 6 subdomains of Center for Advancement of Pharmacy Education (CAPE) Domain 3 “Approach to Practice and Care” outcomes in Advanced Pharmacy Practice Experiences (APPE) across distinct geographical regions. Methods: An 18-item electronic survey was distributed to 88 student pharmacists at a private university completing APPEs in 5 distinct regions and 2 concentrated learning experiences during their penultimate rotation. The survey assessed whether students had at least 1 opportunity to achieve Domain 3 outcomes. Students were prompted to report a percentage of perceived successful accomplishment of outcomes if they stated they had at least 1 opportunity for achievement. Results: Survey response rate was 52% (n = 46). Respondents reported a median accomplishment of at least 85% for each question. For 2 questions, respondents reported a median accomplishment of 99%. Students perceived successful accomplishment for most of the questions related to communication outcomes, while the lowest completion percentages were noted in outcomes related to patient advocacy (85%) and problem solving (88%). Student perceptions of accomplishment among the 6 subdomains were similar across regions and concentrated learning experiences. Conclusions: Students felt confident in accomplishing the outcomes associated with CAPE Domain 3. Regional assignments did not impact student perceptions of outcome accomplishment. Preceptors may play a pivotal role in providing students with opportunities to further polish their skills and increase confidence, specifically in the areas of patient advocacy and problem solving.

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