Gaps in pharmacovigilance education: Insights from pharmacy students in a Nigerian university
DOI:
https://doi.org/10.46542/pe.2025.251.386400Keywords:
Adverse drug reaction, Attitude, Knowledge, Nigeria, Pharmacy education, PracticeAbstract
Background: Pharmacy students represent the future workforce in pharmacovigilance systems, yet gaps in their education persist, particularly in low- and middle-income countries. This study aimed to identify gaps in pharmacovigilance education and its determinants and examine specific barriers to ADR reporting among pharmacy students.
Methods: A descriptive cross-sectional study was conducted among pharmacy students in a Nigerian university. Data were collected using a structured, self-administered questionnaire. Descriptive and inferential statistics were used to analyse the data.
Results: The median (IQR) KAP scores were 6 (4–8), 6 (5–7), and 4 (2–7), respectively. While 78.5% of students correctly defined pharmacovigilance, only 5.9% identified the WHO monitoring centre. Positive attitudes were observed, with 90.0% supporting pharmacovigilance integration into the curriculum, but only 22.8% had ever reported an ADR. Determinants of poor knowledge included being in the third (AOR = 16.0, p < 0.001) and fourth (AOR = 15.1, p < 0.001) years of study. The most commonly reported barrier to ADR reporting was the lack of knowledge about reporting ADRs (78.0%).
Conclusion: This study highlights significant gaps in pharmacovigilance education. The findings underscore the need for comprehensive curriculum reforms and practical training to enhance pharmacovigilance competency and prepare students for active roles in ADR reporting.
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