Importance of Incorporating Social Pharmacy Education in Yemeni Pharmacy Schools Curriculum

The present study aims to explore the perceptions among pharmacy practitioners in Libya on the importance of social pharmacy education. A qualitative methodology was employed to conduct this study. Using a purposive sampling technique, a total of ten Libyan registered pharmacists were interviewed. Based on the content analysis of the interviews, two major themes emerged, namely the understanding of social pharmacy education and the need for incorporating social pharmacy courses into the pharmacy education curriculum. The majority of the respondents knew about the concept. Of those that had no prior knowledge of this term, half of them expressed interest in knowing more about it. There was a positive perception of introducing social pharmacy into the undergraduate curricula among the respondents, and they believed that it is necessary for future pharmacists to know about social pharmacy components. The findings from the pharmacy practitioners??evaluation suggest the need to incorporate social pharmacy courses into the curricula of all pharmacy schools in Libya.

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Social pharmacy as a field of study: The needs and challenges in global pharmacy education

Research in Social and Administrative Pharmacy ◽

10.1016/j.sapharm.2010.10.003 ◽

2011 ◽

Vol 7 (4) ◽

pp. 415-420 ◽

Cited By ~ 17

Author(s):

Mohamed Azmi Hassali ◽

Asrul Akmal Shafie ◽

Mahmoud Sa'di Al-Haddad ◽

Abduelmula Rajab Abduelkarem ◽

Mohamed Izham Ibrahim ◽

...

Keyword(s):

Pharmacy Education ◽

Field Of Study ◽

Social Pharmacy

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Mixed methods: Expanding research methodologies in pharmacy education

Currents in Pharmacy Teaching and Learning ◽

10.1016/j.cptl.2016.06.015 ◽

2016 ◽

Vol 8 (5) ◽

pp. 715-721 ◽

Cited By ~ 6

Author(s):

Jacqueline E. McLaughlin ◽

Antonio A. Bush ◽

Jacqueline M. Zeeman

Keyword(s):

Mixed Methods ◽

Pharmacy Education ◽

Research Methodologies

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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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Feedback for Learning in Pharmacy Education: A Scoping Review

Pharmacy ◽

10.3390/pharmacy9020091 ◽

2021 ◽

Vol 9 (2) ◽

pp. 91

Author(s):

Nicholas R. Nelson ◽

Rebecca B. Carlson ◽

Amanda H. Corbett ◽

Dennis M. Williams ◽

Denise H. Rhoney

Keyword(s):

Student Perceptions ◽

Study Design ◽

Scoping Review ◽

Clinical Training ◽

Pharmacy Education ◽

Future Research ◽

Development Programs ◽

Quality Feedback ◽

English Articles ◽

Work Up

Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

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Perception of pharmacy students towards their community pharmacy training experience: a cross-sectional study from Jordan

BMC Medical Education ◽

10.1186/s12909-021-02596-w ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Rana Abu Farha ◽

Eman Elayeh ◽

Needa Zalloum ◽

Tareq Mukattash ◽

Eman Alefishat ◽

...

Keyword(s):

Positive Feedback ◽

Cross Sectional Study ◽

Pharmacy Education ◽

Pharmacy Students ◽

Sectional Study ◽

Training Experience ◽

Patient Centered ◽

Cross Sectional ◽

Positive Attitudes ◽

Need To Evaluate

Abstract Background The fact that pharmacists are in the front line of patients’ care gives a great responsibility to focus on education and training of pharmacy students to build a ‘patient-centered’ clinicians. Unfortunately, pharmacy education in the developing countries, have been lagging behind actual practice delivered by pharmacists. This highlighted the need to evaluate the perceptions of undergraduate pharmacy students regarding their current pharmacy training practices and experiences. Methods This is a cross-sectional study that was conducted in Jordan during the period from August 2018 to October 2018. During the study period, a questionnaire was distributed to pharmacy students to collect information regarding 1) pharmaceutical care services provided by them during their experiential training, 2) their perceptions towards training sites, 3) their perceptions of the outcomes of their training experience, 4) information about their training site and 5) their demographics characteristics. Results A total of 202 pharmacy students responded to the questionnaire. The majority of them reported having the opportunity to dispense refill or new prescriptions (73.8%, n = 149), and conduct patient interviews (69.8%, n = 141, but they were not provided good opportunities to create electronic patient profiles using the information obtained (53.0%, n = 107), perform required dose calculations based on patient information (37.6%, n = 76), and interact with other healthcare professionals (34.6%, n = 70). In addition, students showed positive attitudes toward training sites, positive feedback about the outcomes of their training experience (median scores range between 4 and 5 for all statements (IQR = 1 for all)). Conclusion Students showed positive feedback about the outcomes of their training experience, but they felt that the selected training sites do not have adequate resources to meet their training competencies. Memorandums of understanding development is needed to specify the purpose of training and define the responsibility for both parties of the training process.

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