ABSTRACT
PURPOSE: In Pakistan, courses in pharmacy practice, which are an essential component of the PharmD curriculum, were launched with the aim of strengthening pharmacy practice overall and enabling pharmacy students to cope with the challenges involved in meeting real-world healthcare needs. Since very little research has assessed the efficacy of such courses, we aimed to evaluate students' perceptions of pharmacy practice courses and their opinions about whether their current knowledge of the topics covered in pharmacy practice courses is adequate for future practice. METHODS: A cross-sectional study was conducted over two months among the senior pharmacy students of two pharmacy colleges. A content- and face-validated questionnaire was used to collect data, which were then analysed using SPSS version 20. Descriptive analysis and logistic regression were performed. RESULTS: Research in pharmacy practice (30.2%), applied drug information (34.4%), health policy (38.1%), public health and epidemiology (39.5%), pharmacovigilance (45.6%), and pharmacoeconomics (47.9%) were the major courses that were covered to the least extent in the PharmD curriculum. However, hospital pharmacy practice (94.4%), pharmacotherapeutics (88.8%), and community pharmacy practice (82.8%) were covered well. Although 94% of students considered these courses important, only 37.2% considered themselves to be competent in the corresponding topics. Of the participants, 87.9% agreed that the pharmacy courses in the present curriculum should be redesigned. CONCLUSION: Our results showed that the pharmacy practice courses in the current PharmD curriculum do not encompass some important core subjects. A nationwide study is warranted to further establish the necessity for remodelling pharmacy practice courses in Pakistan.
Subject(s)
Humans , Cross-Sectional Studies , Curriculum , Delivery of Health Care , Economics, Pharmaceutical , Education, Pharmacy , Epidemiology , Health Policy , Logistic Models , Pakistan , Pharmacies , Pharmacovigilance , Pharmacy , Public Health , Students, PharmacyABSTRACT
Pharm-D program was implemented 10 years ago in Pakistan in 2004. Since then perception of pharmacist as a health care professional became somewhat clearer among public but due to less availability of resources in Pakistan, their practice is so limited. Pharmacy Council of Pakistan has revised Pharm-D curriculum in 2011. Before this up gradation some academicians have highlighted lacking in previous curriculum, but many of them are still there in new updated syllabi. In this review we have presented a sketch of current pharmacy education and practice in Pakistan especially focusing Pharm-D curriculum. In the end by considering pharmacist’s current role, limitations in Pharm-D course and already published interventions for advancing pharmacy education in Pakistan, we have discussed some major improvements required to be done in curriculum and pharmacy practice experiential component (clinical clerkship) offered for Pharm-D degree in Pakistan.
ABSTRACT
<b>Objective: </b>This study aimed to enhance Drug Information Practice Experiences (DIPE) in Japan by comparing DIPEs at Tohoku University Hospital (TUH) with Nova Southeastern University (NSU) in the United States, and propose an advanced model of drug information (DI) education in Japan.<br><b>Methods: </b>We performed the following: (i) comparison of both DIPEs based on Model Core Curriculum (MCC) content; (ii) identification of practices which were not part of NSU or TUH DIPE; (iii) comparison of students’ DIPE performance based on MCC: (A) students’ performance without the preceptors and their post-performance approval, (A’) students’ performance without the preceptors and their pre-performance approval, and (B) students’ performance under direct preceptor supervision; (iv) highlighting differences between TUH and NSU DIPEs; and (v) proposing an advanced model of DI education in Japan.<br><b>Results: </b>(i) The NSU DIPE is similar to the MCC. An example difference between NSU and TUH learning strategies was that NSU students responded to the inquiries made by the phone whereas TUH students receive assignments and explanation from preceptors. (ii) DIPE at NSU utilized oral presentations and student interaction in many forms (e.g. journal club, reflection regarding learned topics). On the other hand, DIPE at TUH helped students learn about Medical Representative jobs and educated them in tablet/capsule identification practices. (iii) In contrast, the TUH curriculum limits students’ performance to “experience via dissemination with health professional needs and patients’ needs”. (iv) These clarified points are considered to be differences between DIPE at TUH and NSU. (v) Following analysis of these points, an advanced model of DI education based on responses to DI phone inquiries and oral presentations including a journal club was proposed.<br><b>Conclusions: </b>This study will contribute to improving DI education in Japan.
ABSTRACT
Pharm-D program was implemented 10 years ago in Pakistan in 2004. Since then perception of pharmacist as a health care profes-sional became somewhat clearer among public but due to less availability of resources in Pakistan, their practice is so limited. Pharmacy Council of Pakistan has revised Pharm-D curriculum in 2011. Before this up gradation some academicians have highlight-ed lacking in previous curriculum, but many of them are still there in new updated syllabi. In this review we have presented a sketch of current pharmacy education and practice in Pakistan especially focusing Pharm-D curriculum. In the end by considering pharmacist’s current role, limitations in Pharm-D course and already published interventions for advancing pharmacy education in Pakistan, we have discussed some major improvements required to be done in curriculum and pharmacy practice experiential component (clinical clerkship) offered for Pharm-D degree in Pakistan.