Pharmacy Education

Shaping future pharmacists: Transformative effects of clinical rotations on attitudes toward depression and diabetes care

2024-12-01T03:30:28-08:00

Background: Clinical rotations play a vital role in preparing future pharmacists for the responsibility of providing care for patients with chronic diseases. This study aimed to evaluate the impact of clinical rotations on the attitudes of final-year pharmacy students at a Nigerian University toward providing Pharmaceutical Care (PC) for patients with depression and diabetes.

Methods: This was a pre-post interventional study design among randomly selected final-year pharmacy students of a Nigerian public University. All participants took part in a nine-week clinical rotation. Two validated self-administered questionnaires were used for data collection before and after the clinical rotation. Descriptive statistics and paired sample t-tests were used for data analysis.

Results: A total of 301 pharmacy final-year students participated in this study. The findings showed that clinical rotation improved students’ attitudes toward providing PC for patients with depression (29.90 ± 10.35 vs 32.00 ± 8.10, p = 0.006) but had no significant effect on diabetes care (32.47 ± 9.58 vs 33.60 ± 8.23, p = 0.120). However, pharmacy students had more positive attitudes toward providing PC for people living with diabetes than those with depression (30.95 ± 9.35 vs 33.03 ± 8.94, p < 0.001).

Conclusion: Although clinical rotation improved students’ attitudes toward providing care for people with depression, the study findings underscore the need for the inclusion of more mental health training to ensure that future pharmacists are equally prepared to care for patients with both mental and physical illnesses.

The impact of a mental health-focused ethics lecture on pharmacy students’ perceptions of patients with mental illness: An observational study

2024-08-10T07:50:19-07:00

Background: Societal perspectives that involve negative ideation and stereotyping behaviours from health care providers, even those still in training, toward individuals diagnosed with serious mental illness can reduce the likelihood of successful outcomes.

Objective: To examine the impact of didactic, lecture-based, educational interventions on reducing the stigma of mental illness among pharmacy students.

Methods: A survey was distributed pre- and post-lecture to all third-year pharmacy students who attended an “Ethics of Mental Health” lecture in 2021 and 2022. Data were collected and analysed using T-tests. Statistical significance was determined with an alpha of 0.05.

Results: Higher affirmative post-survey responses were observed in 2022 (average 15.46%) and 2021 (average 9.5%). Respondents approved all controversial ethical rights except voting which was the only survey question with less positive responses-1.23% was allowed the right to vote. Respondents supported the rights to refuse medications and COVID-19 vaccinations, to engage in sexual relationships, to be given erectile dysfunction medications while hospitalised, and for gun ownership post-hospitalisation.

Conclusion: Simple didactic dialogue about controversial topics, like those leading to potential discrimination, can be a productive avenue to ensure the development of non-biased clinicians.

Establishing pharmacy perceptions of e-learning format, design and development for general practice continuing professional development in Scotland

2024-12-01T03:14:55-08:00

Background: This study explores an important area for Continuing Professional Development in pharmacy education and digital learning. Increased demand has generated the necessity for reviewing e-learning module development that successfully meets user needs and learner experience.

Objective: This study investigates learners’ perceptions of standard and segmented e-learning modules and their impact on learner experience to inform future healthcare educational module development.

Methods: Semi-structured interviews were conducted with pharmacists (14) and pharmacy technicians (1) on the General Practice Clinical Pharmacist programme. Participants were randomised to either single or segmented module design. Fifteen interviews were conducted and data were thematically analysed.

Results: The format allowed for expressing opinions regarding the experience of using the module and highlighted key issues. The analysis identified 125 codes, which resulted in nine themes: Navigation, Interactivity, Structure, Time, Presentation, Resource, Content, Actions and Language.

Conclusion: Results reassure educational providers that e-learning modules suit standard or segmented formats. Findings imply that module format is less important than easy-to-use, well-structured modules with high-quality content. Constructive feedback provided potential improvements to usability, which will help focus future resources and development. More work is needed to explore the translation of learning into practice and the benefit of the segmented format for diverse or interprofessional learners.

Impact of a continuing medical education programme on pharmacovigilance awareness among second-year medical students in an Indian medical college

2024-10-10T22:19:45-07:00

Background: Pharmacovigilance is essential for ensuring drug safety by monitoring Adverse Drug Reactions (ADRs). However, awareness of ADR reporting among healthcare professionals, including medical students, is often inadequate. This study evaluates the impact of a Continuing Medical Education (CME) program on pharmacovigilance knowledge and ADR reporting awareness among second-year medical students at Mahatma Gandhi Memorial (M.G.M.) Medical College, Indore.

Methods: A pre-post intervention study was conducted with 187 students. The CME programme covered ADR reporting under the Pharmacovigilance Programme of India (PvPI). Data were collected pre- and post-intervention using a structured questionnaire focusing on pharmacovigilance definitions, ADR reporting, signal detection, and ADR misconceptions. Descriptive statistics and paired t-tests were employed to evaluate significant differences in pre-test and post-test scores.

Results: Significant improvements in knowledge were observed after attending the CME programme, particularly in ADR identification (30.43%), ADR reporting methods (29.17%), signal detection (76.56%), and roles of pharmacovigilance organisations (127.40%). Paired t-tests showed statistically significant differences between pre- and post-test scores (p = 0.004).

Conclusion: The CME programme was effective in enhancing pharmacovigilance awareness among medical students, addressing knowledge gaps, and improving ADR reporting practices. Future studies should assess long-term knowledge retention.

A case study on the first professional experiences of recently graduated pharmacists: Professional identity formation

2024-12-01T03:45:56-08:00

Background: To become a community pharmacist in Türkiye, it is necessary to gain experience as an assistant pharmacist in a community pharmacy for a minimum of one year after graduation. This study aimed to explore the experiences of recently graduated pharmacists who have experienced assistant pharmacy practice (APP), a one-year training alongside community pharmacists in Türkiye, focusing on various aspects of this practice, particularly professional identity formation (PIF).

Methods: A qualitative approach was used to achieve this objective. A case study design using in-depth interviews allowed participants to describe their lived and perceived experiences in their own words.

Results: Twenty pharmacists (15 females and 5 males) were interviewed. Four themes emerged from the data: (1) contributions of assistant pharmacy practice to PIF, (2) challenges of this practice, (3) stages of PIF during this practice, and (4) pharmacists' perceptions of their roles at the conclusion of the PIF process.

Conclusion: Considering the stages in question and the difficulties encountered in the practice, as acknowledged by the relevant authorities, it is anticipated that PIF during the APP period could be facilitated, and pharmacists' perspectives on the practice could change.

Perceived stress and body image perception as correlates of eating disorders among pharmacy students in a Nigerian university: A cross-sectional survey

2024-09-20T22:00:37-07:00

Background: High perceived stress and concerns about body image can potentially trigger eating disorders (ED) among university students. This study aimed to investigate the relationship between EDs and perceived stress and body image among pharmacy students in a Nigerian public university.

Methods: A descriptive cross-sectional study was conducted among all undergraduate pharmacy students in a Nigerian public university. The Body Shape Questionnaire, Eating Attitudes Test, and Perceived Stress Scale were used for data collection. Data were analysed using descriptive statistics, chi-square test and Pearson correlation tests. The level of significance was set at p < 0.05.

Results: Out of the 417 respondents, more than half were male (52.3%) and aged 21-25 years (53.7%). About 62.6% of the students had a high risk of ED. Although most students (94.5%) had no body shape concern, 87.3% were moderately stressed. Body image perception (r = 0.650, p < 0.001) and perceived stress (r = 0.151, p = 0.002) had a positive correlation with the risk of ED.

Conclusion: Higher stress levels and more negative body image perceptions were associated with a higher risk of ED among pharmacy students. Appropriate interventions to reduce stress levels and address body image concerns among pharmacy students are recommended.

Fostering student agency and confidence through problem-based learning and cognitive reflection in the pharmaceutics laboratory

2024-10-06T23:47:45-07:00

Background: Pharmaceutics is a pivotal subject in pharmacy education, and among the learning outcomes of pharmaceutics laboratory courses is the ability to instil practical skills in compounding, with a focus on quality control. Student feedback reveals that strict passing criteria cause apprehension, ultimately acting as barriers to learning.

Objective: To foster meaningful learning, increase student confidence, and promote student agency through problem-based learning in the pharmaceutics course at the University of Bergen.

Method: The three-part educational intervention included a pre-lab workshop, practical laboratory work, and a post-lab workshop. Student groups were tasked to compound different Captopril oral mixtures, and their stabilities after storage were analysed. The data were discussed with the students. A mixed-methods approach was adopted to assess the educational intervention, incorporating a pre- and post-survey on meaningful learning, observations, and focus group interviews.

Results: The results showed that the learning activity was received positively and fostered a meaningful learning experience. The focus groups reported increased confidence, positive effects from a supportive group, reflection, and reduced apprehension.

Conclusion: This study represents a novel approach to student learning in a pharmaceutics laboratory course, which resulted in an enhanced laboratory learning experience.

Unveiling pharmacy students' attitudes, preparedness and barriers in embracing pharmaceutical care: Insights from a UAE healthcare institution

2024-07-29T05:32:11-07:00

Background: Pharmaceutical care (PC) has long been integrated into pharmacy education globally, yet its application in developing nations presents a varied landscape. This study aims to evaluate the attitudes, perceptions, preparedness, and challenges pharmacy students face concerning providing PC.

Methods: A cross-sectional online survey was conducted among Fatima College of Health Sciences (FCHS) fourth—and final-year pharmacy students. Descriptive and inferential data analyses were performed using SPSS version 29.

Results: Responses were received from 41 students (response rate 73%). Most students (78%) agreed that PC is valuable. Communication skills are reported to be the most prepared competency area. The most common barriers to PC provision included a lack of workplace for counselling in the pharmacy (46.4%), a poor image of the pharmacist’s role in society (46.4%), and time constraints (41.4%).

Conclusion: The findings revealed that pharmacy students had a positive attitude towards PC and a range of preparedness across competencies. To better prepare future pharmacists to provide effective PC services, it is essential to provide more active learning experiences to equip students with the skills and confidence to excel as future clinical care providers.

Integration of a serious game about haematology (SUPER HEMO®) in a pharmacy curriculum: A 2-year follow-up

2024-12-01T03:12:52-08:00

Background: Serious Games (SG) are prevalent game-based learning approaches in healthcare education. SUPER HEMO® (SH) is a digital SG designed for healthcare students to improve their knowledge and skills in haematology. This report describes the 2-year use of SH by pharmacy students at the University of Lorraine, France. SH is completely integrated into the haematology courses through 2 different approaches: full-open access on a website, allowing students to play at will, and two mandatory game-based tutorials, providing further feedback on critical topics.

Methods: The purpose was 1/ to evaluate knowledge acquisition following game-based tutorials by comparing pre/post-test evaluations; 2/ to collect information regarding the game’s use by assessing website connections and “daily active users” and 3/ students’ game experience by online, anonymous, voluntary survey.

Results: Pre/post-test evaluations performed during the tutorials firmly showed that SH enables immediate knowledge acquisition. Additionally, 98% of students greatly appreciated these tutorials, especially because of the additional feedback provided. Regarding open access, website analysis revealed recurrent activity (8 daily active users on average). Finally, students appreciated this novel pedagogical tool.

Conclusion: Overall, the real-life use of SH confirms that both open-access and game-based tutorials perfectly fit pharmacy students’ needs and expectations for haematology learning.

Comparison of teaching methods: Formative assessment in traditional didactic lectures and learning monitoring system-based lectures

2025-01-14T03:28:42-08:00

Background: Studies comparing formative assessment in traditional lecture settings and those incorporating Information and Communication Technology (ICT) tools are available, although direct head-to-head comparisons are less common.

Objective: This study evaluated the effectiveness of formative assessment (FA) incorporating a learning monitoring system (LMS) as ICT in teaching methods, specifically in flipped classrooms, flipped classrooms and spaced learning, and traditional formative assessment (FA/TDL) to improve student learning outcomes.

Methods: Pharmacy students in a drug-information course were divided into three groups: traditional formative assessment (FA/TDL; 68 students), flipped classroom (FA/FC/LMS; 74 students), and flipped classroom with spaced learning (FA/(FC+SL)/LMS; 74 students). The primary outcome measured was the mean difference in external mock test scores adjusted by grade-point averages (GPAs). Secondary outcomes identified factors influencing these score differences.

Results: The results demonstrated that the learning method significantly impacted learning outcomes, with LMS improving learning outcomes compared to FA/TDL. Factors affecting test scores included sex, GPA, and the teaching methods used in the FA/FC/LMS and FA/(FC+SL)/LMS groups.

Conclusion: This study suggests that implementing LMS in higher education can enhance student performance and support successful graduation.

Improving attitude and self confidence of pharmacy students through the purposive non-technical skills training

2024-11-04T03:43:36-08:00

Objective: To determine the influence of purposive non-technical skill training on pharmacy students’ attitudes and self-confidence regarding their performances.

Methods: The research was conducted with fourth-year PharmD students eligible for compulsory pharmacy professional practice. The non-technical skill training comprised of a three-hour session led by two psychologists and included two segments: learning from seniors’ experiences and instructor-led training. An anonymous online pre and post-test questionnaire was administered both before and after the training.

Results: A significant increase in self-confidence in most non-technical skills was observed following the purposive training. The training significantly increased the mean confidence ratings of most non-technical skills among students in the pharmaceutical science programme, while it also raised the mean confidence ratings of non-technical skills related to patient care among students in the pharmaceutical care programme. Additionally, the training significantly enhanced the mean confidence ratings of all non-technical skills, particularly teamwork, among students who did not adhere to the study plan. Conversely, there was an increase in the mean confidence ratings of non-technical skills related to interpersonal skills among students who adhered to the study plan. Interestingly, training significantly increased the mean confidence ratings of non-technical skills only in female students.

Conclusion: Adaptable and inclusive training approaches are important to meet the diverse needs of pharmacy students and ensure their preparedness for professional practice.