Pharmacy Education

An investigation of academic resilience, resilience, and empathy in pharmacy students: Implications for pharmacy education

2024-03-06T14:59:40-08:00

Background: Resilience supports pharmacists and students in thriving in challenging healthcare and academic environments. Empathy is necessary to provide patient-centred care. Knowledge of how these attributes influence pharmacy students is limited, and correlations between academic resilience, empathy, and academic success continue to be explored.

Methods: This study explores the relationships between levels of academic resilience, resilience, and empathy with the academic achievements of pharmacy students at a Malaysian university. Participants were pharmacy students enrolled from 2020/2021 to 2022/2023. Academic resilience was assessed using the Academic-Pharmacy-Resilience-Scale-16, resilience through the Brief-Resilience-Scale, and empathy with the Kiersma-Chen Empathy-Scale. Scores were related to students’ academic grades. Both descriptive and inferential statistical methods were utilised to analyse associations among variables.

Results: Responses were received from 359 students. The levels of resilience of students were deemed to be moderate. Small, statistically significant variations were found in academic resilience scores across cohorts, resilience scores, and empathy scores in relation to gender. Academic resilience showed a correlation to academic grades.

Conclusion: Academic resilience positively correlated with academic success and was positively influenced by work experience. Strengthening students’ resilience in pharmacy education may support their academic achievement, particularly during times of change like the COVID-19 pandemic.

Defining evidence requirements for a Development Framework for Pharmacists (DFP) in community pharmacy practice

2023-10-08T06:17:18-07:00

Background: The Development Framework for Pharmacists (DFP) was implemented in a pharmacy chain to guide pharmacist development. Both pharmacists and their supervisors faced challenges in defining evidence and performance levels for Domain 1 (Expert professional practice) standards. This study explored these challenges in a community pharmacy setting.

Methods: Three online focus group discussions (FGDs) involving a DFP workgroup member and representatives from community pharmacies and polyclinics were conducted. The FGDs were facilitated by guiding questions and evidences gathered from pharmacists who had attempted the DFP. The FGDs were recorded, transcribed, and coded thematically.

Results: Participants viewed the DFP as relevant to community practice but suggested aligning DFP evidence examples with community pharmacists’ responsibilities. Key themes from the FGDs included: (1) The need for clear definitions for descriptors, especially when identical evidence was used for different standards; (2) Professional education can be Domain 1 evidence when skills learned are demonstrated in the workplace; (3) Potential inclusion of education and training activities in Domain 1. (4) The need for a criteria model to assess pharmacists’ performance level in various roles and situations; (5) Clarification regarding the term "group of patients" (6) Considering back-end work as Domain 1 evidence.

Conclusion: Addressing the above themes could enhance DFP integration for community pharmacists.

Implementing a longitudinal poster project to engage pharmacy students beyond the classroom in a foundational sciences course

2023-11-06T05:43:54-08:00

Introduction: Poster projects and presentations can provide engagement and skill-building opportunities for students. A group poster project was incorporated into a first-year required genetics and pharmacogenomics course. Rough drafts were due for the project throughout the term, which coincided with course topics. The objective of this study was to determine the impact of a longitudinal poster project on pharmacy students' perceptions of learning, presentation skills, and success in future presentations.

Methods: Students in a Doctor of Pharmacy programme were surveyed via Google Forms in 2018 before and after completing the poster project. The original cohort of students were surveyed again in 2020. Data were analysed with Graphpad Prism software.

Results: Students responded positively to survey questions gauging their perception of the project’s value as a learning tool, especially for reinforcing and applying course concepts. Overall, students saw the benefit of completing poster rough drafts and believed the poster was helpful in preparing and/or presenting future posters.

Conclusions: A similar project could be built into any foundational course in a Doctor of Pharmacy programme. However, care should be taken to provide appropriate feedback and mentorship to students to optimise the benefits of learning and development of poster presentation skills.

A cross-sectional study of the current situation with therapeutic drug monitoring in Thailand: Requirements, challenges and the role of educational institutions

2023-11-01T17:14:49-07:00

Background: Therapeutic drug monitoring (TDM) is a drug dose determination tool for individualised therapy.

Objective: This study examined the TDM services provided by hospitals and topics taught in pharmacy schools in Thailand.

Methods: TDM service and curriculum questionnaires were sent to 179 hospitals and all 19 pharmacy schools in Thailand. Correlations were tested using Fisher’s exact test.

Results: Completed questionnaires were returned by 116 hospitals (64.8%). Forty-three hospitals (37.1%) conducted TDM and most were large hospitals (>500 beds, n=27, 62.8%). Higher numbers of beds and pharmacists positively correlated with conducting TDM (p < 0.001 and p = 0.003, respectively). Phenytoin was the most frequently monitored drug (n=39, 90.7%). All pharmacy schools taught TDM for phenytoin, valproic acid, vancomycin, carbamazepine, and digoxin. The most frequently cited benefit of TDM was to prevent adverse drug reactions (n = 108, 93.1%). The primary reason cited for not conducting TDM was a lack of in-house laboratories (n=78, 67.2%).

Conclusion: Despite a positive attitude among respondents and that TDM subjects were being taught in all pharmacy schools in Thailand, less than half of the surveyed hospitals reported conducting TDM. Providing smaller hospitals with access to the TDM laboratories and expertise at large hospitals could increase this proportion.

Bridging the theory-practice gap in pharmacy education using an authentic learning approach: A cross-sectional study

2023-12-13T19:28:16-08:00

Background: Authentic learning environments highlight real-world relevance to students, contributing to readiness for practice. This study evaluated the impact of an educational activity on student pharmacist learning and personal/professional development.

Methods: An activity similar to that used by practising pharmacy professionals to record errors during dispensing was included in simulated community pharmacy workshops delivered to Year-2 students as part of a Professional Practice Module. Students were instructed to complete entries when academic staff identified errors during final accuracy checks. Student evaluation surveys were analysed at the end of terms one and two of the academic year. Descriptive statistics were used for closed questions, and thematic analysis for open-ended responses.

Results: Of the 75 student pharmacists who completed both evaluation surveys, 64% (n=48) recorded fewer errors in term two. Respondents considered the exercise helpful in highlighting the need for more attention to detail and identifying negative trends in their dispensing process. A positive response to personal/professional development was noted, with student pharmacists commenting that the activity facilitated reflection.

Conclusion: This activity has allowed students to experience real-world working situations, extending their learning experience, facilitating personal/professional development, and encouraging best practices.

Student perspectives on peer education using a virtual platform to enhance advanced pharmacy practice experiences (APPE)

2023-10-10T06:22:28-07:00

Background: The COVID-19 pandemic caused dramatic disruptions in the education of pharmacy students who graduated in 2022. As an additional active learning opportunity at a New York City hospital site with multiple preceptors and faculty, a monthly student-led virtual educational conference was implemented. The objective of this study was to assess student perspectives on the implementation of a virtual peer education conference.

Methods: Between May 2021 and May 2022, a total of twenty-eight students participated as presenters or attendees. All students completed a 13-item survey to evaluate the impact their participation in the virtual conference had on their overall learning and how similar opportunities could impact their future learning experiences.

Results: When asked to rate on a scale from 1 (did NOT improve at all) to 5 (greatly improved my learning), 93% (26/28) of students rated their change in learning after attending the student-led conference as a four or five. Students identified that participation enhanced their drug/disease state knowledge, improved their presentation skills and/or improved their critical thinking and clinical application skills.

Conclusion: In the future, advanced pharmacy practice experiences (APPE) can consider the inclusion of peer education through an online platform as a strategy to facilitate learning in pharmacy programmes.

A call to strengthen medication therapy management training in the Kenyan pharmacy undergraduate curriculum: Feedback from a snapshot of the knowledge and practices among pharmacists in diverse disciplines

2023-11-23T17:03:56-08:00

Background: The role of the pharmacist has continued to evolve, placing the profession at the fulcrum of holistic patient care, including offering medication therapy management (MTM), a critical component of any effective pharmaceutical care plan.

Objective: This study was conducted to assess the knowledge, attitudes, and practices of Kenyan pharmacists regarding MTM.

Methods: A cross-sectional study was performed whereby Google Form questionnaires were distributed among pharmacists working at hospitals and community pharmacies between 1st October 2022 and 30th November 2022.

Results: Slightly over half (62, 52.5%) of the pharmacists rated themselves as knowledgeable about MTM, with most participants (55, 46.6%) stating that the undergraduate pharmacy curriculum was insufficient to prepare one to offer MTM services competently. Notably, online courses and workshops were the most popular channels (72%) for accessing MTM-related continuous professional development among the respondents.

Conclusion: This study revealed some gaps in the knowledge and competence of undergraduate-level Kenyan pharmacists in their quest to offer MTM services. Therefore, embedding MTM in the undergraduate curriculum can bridge this gap and empower Kenyan pharmacists to provide holistic pharmaceutical care.

Impact of curricular and institutional factors on Pharm.D. students' NAPLEX success: A comprehensive analysis of US pharmacy programmes

2023-11-26T12:25:18-08:00

Background: Curricula and institutional factors in pharmacy schools play a pivotal role in shaping students' readiness for the North American Pharmacist Licensure Examination (NAPLEX). The factors that influence student success remain uncertain. This research explores the association between various aspects of pharmacy school curricula and NAPLEX pass rates.

Methods: Data on various aspects of pharmacy programs across the United States were collected, including curricular structure and content. Multiple linear regression analysis was conducted to investigate the correlation of factors with NAPLEX pass rates.

Results: The four-year programmes and research-focused institutions, with a curricular emphasis on practice management, pharmacology, pharmacotherapy, and APPE, had a positive relationship with NAPLEX pass rates. Focus on Pharmaceutical Calculations had a negative relationship with NAPLEX performance. All other factors were non-significant.

Conclusion: This study provides valuable insights into the determinants of NAPLEX pass rates. It underscores the importance of a well-rounded curriculum and a balanced course selection to enhance student performance.

Building capacity for drug development process in Africa‒A workable model

2023-10-03T00:40:46-07:00

Background: Africa’s reliance on drug importation translates to disproportionate transfer of foreign exchange and incessant drug shortages, among other vices. Africans, therefore, need to build capacity in drug discovery, development and production. This article showcases a workable model with an innovative approach of teaching together personnel drawn from Nigeria's academia, pharmaceutical industry and medicine regulation agency.

Method: Didactic training via postgraduate programmes was designed with hands-on experience in drug synthesis and production. Training and research objectives formed the core of activities.

Result: The Centre for Drug Discovery, Development and Production (CDDDP), Faculty of Pharmacy, University of Ibadan, was established through grant funding from the MacArthur Foundation. The Centre runs two postgraduate degree programmes, has graduated over forty students, organised four workshops, two international conferences, and translated scientific findings to over eleven finished products. In 2014, the African Medicines Regulatory Harmonisation Programme designated CDDDP a Regional Centre of Regulatory Excellence and since 2019, it has partnered with the United States Pharmacopeia to promote the quality of medicines in low- and middle-income countries (LMIC).

Conclusion: Capacity building in drug development processes in an LMIC has been developed with resultful outcomes and is proposed as a workable template for other LMICs.

Results from a global pharmacy leadership needs assessment: Opportunities to advance pharmacy leadership

2023-10-27T18:21:55-07:00

Background: Leadership skills in the pharmacy profession are essential for career development and advancement. Pharmacy education is often not focused on developing these leadership skills. This study determines the exact pharmacist leadership traits needed across the globe.

Methods: A three-part leadership needs assessment was developed by three International Pharmaceutical Federation (FIP) global leads for leadership development. Pharmacy management leaders within FIP headquarters vetted the survey for external validity, and their feedback was incorporated. In January 2021, the survey was disseminated to around 3000 FIP members using Qualtrics. The survey took approximately 15 minutes to complete 28 questions. Qualitative and quantitative analyses were used for the data.

Results: A total of 239 participants (~8%) completed the survey. On average, participants felt that innovation/entrepreneurship, negotiating, strategic context, conflict management, and vision were among the top five leadership competencies that they would like more training in. When stratified by work setting, pharmacists in academia ranked conflict management, in inpatient hospitals ranked change management, and in community/retail settings ranked prioritisation as the top leadership competency need.

Conclusion: Pharmacists in different work settings and different parts of the world have a need for different leadership skills which should be carefully considered when providing leadership training.

Telepharmacy knowledge, attitude, and experience among pharmacy students in Indonesia: A cross-sectional study

2023-11-05T08:15:52-08:00

Background: The advancement of technology in healthcare services has given rise to telepharmacy. The success of telepharmacy depends on the knowledge, attitude, and experience of pharmacy students. However, telepharmacy is relatively new in the Indonesian pharmacy education system.

Methods: This cross-sectional study was conducted using an online questionnaire to evaluate pharmacy students' knowledge, attitude, and experience related to telepharmacy.

Results: The questionnaire was completed by 442 pharmacy students. Among them, 97.96% demonstrated a high level of knowledge about telepharmacy, and 96.60% had a positive attitude toward it. However, 85.97% of students had limited experience with telepharmacy. While there was a significant correlation between knowledge and attitude, no such correlation was observed between attitude and experience.

Conclusion: The findings revealed that pharmacy students had high knowledge and attitude, but limited experience with telepharmacy. Additionally, there is a significant correlation between knowledge of telepharmacy and a positive attitude towards its use. To better prepare future pharmacists to provide effective telepharmacy services, it is essential to integrate telepharmacy practice models into the curriculum.

Cohort assessment of medical and pharmacy student interprofessional attitudes at an academic medical centre from baseline to programme completion

2023-11-12T13:27:04-08:00

Background: Interprofessional interactions between pharmacy and medical students have been emphasised by accreditation standards. This study aimed to document medical and pharmacy student cohorts’ baseline and longitudinal interprofessional attitudes across four years of pre-licensure education.

Methods: Student cohorts shared two structured interprofessional learning experiences within the first two years, then unstructured/variable learning experiences during the final two years. The 27-item Interprofessional Attitudes Scale comprising five subscales was administered upon programme entry, then towards the end of each programme year.

Results: Baseline response rates were 73.5% and 90% for 136 medicine and 57 pharmacy students, respectively; pharmacy student responses were significantly higher for teamwork, roles, and responsibilities and significantly lower for interprofessional biases subscales. Longitudinal medical and pharmacy student responses only showed a significant increase in interprofessional biases, while medical student responses showed significant decreases in teamwork, roles, responsibilities, and community-centredness.

Conclusion: Compared to pharmacy students, baseline responses from medical students confirm significantly lower scores for teamwork, roles, and responsibilities on programme entry, which may further decrease by the end of the first pre-clinical year. Though significant subscale changes mirrored the completion of structured pre-clinical interprofessional curricula and/or clinical education for both student cohorts, further research is needed secondary to study limitations.

Comparison of student pharmacists’ academic performance with and without required attendance in a pharmacotherapy course

2024-03-09T16:13:24-08:00

Background: Studies evaluating the association between absenteeism and academic performance have had mixed results; some demonstrate a positive correlation between course attendance and academic performance.

Objective: To compare student pharmacists’ performance in a cohort with graded attendance and those without a graded attendance in a pharmacotherapy course and to evaluate student performance within the required attendance cohort on course learning objectives.

Methods: All students enrolled during Fall 2021 and Fall 2022 were included in this study. Attendance data for the graded attendance cohort and the Assessment performance data for both cohorts were exported. With the student’s t-test, the average examination performance on college-level learning outcomes (CLLOs) between groups was compared.

Results: The comparison between the graded and ungraded attendance cohorts demonstrated a significant difference in academic performance for all three levels of Bloom’s taxonomy, and one CLLO on Examination One and in all categories on Examination Two. Within the graded attendance cohort, comparing students who met unit attendance competency with those who did not resulted in a significant difference.

Conclusion: The results of this study support graded attendance in a pharmacotherapy course. Student pharmacists demonstrated better academic performance when attendance was graded than a cohort without a graded attendance requirement.

Does one size fit all? A survey of preceptor perceptions and experiences with remote rotations

2023-08-22T02:02:35-07:00

Background: During the pandemic, experiential rotations transitioned from in-person to remote rotations.

Methods: The authors surveyed preceptors about their experiences and perceptions of remote rotations. Preceptors completed an online questionnaire divided into six domains: 1) General demographics; 2) Preceptor/student relationship; 3) Preceptor support and continuing professional development opportunities; 4) Technology; 5) Preceptor perceptions; and 6) Motivators and challenges. Responses were coded and analysed for emerging themes.

Results: A total of 47 out of 157 preceptors (30%) responded to the questionnaire, and most preceptors were willing to precept remotely again (85%). Student responsiveness (87%) and enjoyment of teaching (83%) were the greatest motivators. Major themes reflected the preceptor’s struggles in building rapport and facilitating in-the-moment learning opportunities. Preceptors identified guidance and on-going support as key factors to ensure preceptor and student readiness and to manage expectations. The formula for a successful rotation included careful consideration of appropriate pedagogy, technology, and a dose of motivation.

Conclusion: Preceptors reflected a positive experience in leading remote rotations. Traditional precepting approaches employed during in-person rotations need to be adapted and individualised for the context of remote rotations, highlighting that there is no ‘one-size-fits-all’ approach. Transitioning to a remote environment generates new opportunities and drives innovation.

What denotes progression in laboratory learning? Analysing a pharmaceutical bachelor programme

2023-10-11T17:18:31-07:00

Background: This article explores learning progression within laboratory education. It aims to delineate the characteristics of learning progression across cognitive, social, and affective learning domains and on a structural programme level.

Methods: The study employs a longitudinal approach involving interviews conducted over one academic year to assess progression. It also analyses programme and course descriptions for the third year in the pharmaceutical bachelor’s programme. The empirical material underwent further analysis, focusing on perceptions of learning and utilising the Structure of the Observed Learning Outcome (SOLO) taxonomy.

Results: The study shows that both instructors and students perceive learning progression as evolving from structured coursework to more autonomous thesis projects. The synthesis of the analysis indicates that intended learning outcomes represent a progression in five distinct clusters of learning outcomes. The study thereby contributes to understanding the connection between course activities, the intention of a bachelor’s project, and learning progression and prompts questions on how to design for progression in higher education.

Conclusion: This study presents empirically derived learning outcomes that demonstrate the progression of laboratory-based learning outcomes, highlighting independence as a crucial element.

Impact of an interprofessional course on pharmaconomists and other health professions students: A qualitative approach

2023-11-01T17:11:48-07:00

Background: Interprofessional education of healthcare professionals has been proposed as a strategy to enhance collaborative practice. This study is the first to explore interprofessional education involving pharmaconomist (PH) students. It aimed to identify the impact of an interprofessional course on PH and other health professions (KP) students.

Methods: During the course, KP students cooperated in groups to solve a challenge from practice, where they practiced bringing their professional competencies into play. PH students participated by listening to their preliminary ideas and giving them feedback. All students were invited to answer electronic questionnaires, and at a workshop, teachers from both colleges shared their reflections on the results. The workshop was recorded and transcribed verbatim. All data was analysed in Excel and NVivo R1.

Results: Five KP students (38%) and 27 PH students (63%) responded. Nine themes were derived, e.g., PH students’ professional confidence was boosted; KP students have underrated the competencies of PH students; it is important to know each other’s strengths and competencies.

Conclusion: PH and KP students learned more about their competencies, those of other professions, and how they can complement each other in patient care.

Exploring student perceptions: Factors influencing academic performance in a school of pharmacy in Nigeria

2024-02-15T13:36:11-08:00

Background: The failure and success rate of students in pharmacy school has been shown to be dependent on some courses that predict academic performance. The study identified factors that could impact failure and academic performances of pharmacy students at Obafemi Awolowo University.

Methods: The study was a cross-sectional study of 219 undergraduate pharmacy students from third, fourth and fifth years of a school of pharmacy in Nigeria. A pre-tested questionnaire gathered data on demographics, course perceptions and academic factors. Descriptive and inferential statistics such as percentages, weighted averages, and Chi squared tests were used to analyse the data obtained at p < 0.05.

Results: Financial constraints, family challenges, and a lack of peer interaction were significantly associated with repeating a year. Specific courses perceived as difficult included “Pharmaceutical organic chemistry” (PHC 202), “Practical pharmaceutics I” (PHA 201) and “Medicinal chemistry II” (PHC 402). Courses perceived as difficult, particularly in the fourth year, were notably linked to academic stress.

Conclusion: The study identified specific factors and courses that affect pharmacy students’ performance in the Nigerian context. Policy makers and faculty can take vital feedback to adjust the training content, methods and assessment system to possibly deliver a holistic education to pharmacy students.

Students’ performance and perceptions of mock trials as a teaching and assessment activity over three years at two institutions

2023-10-24T07:44:28-07:00

Background: This study aimed to evaluate students’ performance and perception of a mock-trial teaching, learning, and assessment activity over three years at two institutions.

Methods: A mock trial (courtroom-style debate) implemented over three years (2017-2019) in a first professional year (P1) course at two institutions offered active learning in literature critique and evaluation, critical thinking, communication, teamwork, professionalism, and self-awareness. Student teams researched, prepared, and debated controversial topics as counsels, witnesses, or jurors for alternate mock trials. Descriptive analyses evaluated judge and juror trial scores and the 2019 Technology Acceptance Model (TAM) survey.

Results: The mock trials involved 319 student participants (Programme A: 136; Programme B: 183). Faculty-judge scores ranged from 83.3% to 97%, while student-juror scores ranged from 87.5% to 100%. Most student groups in all programmes reported comparable faculty-judge scores and student-juror scores, irrespective of trial positions (pro or con) or topics. The TAM survey assessed 96 student participants’ perceptions of Blackboard Collaborate® for peer collaboration in 2019. Items assessing students’ attitudes toward mock trials reported an average rating above 5 on a 7-point Likert scale.

Conclusion: A three-year retrospective evaluation of students’ performance and perceptions of mock trials at two institutions demonstrated the effectiveness of mock-trial innovation and the feasibility of cross-institutional student engagement and faculty collaboration.

Antibiotic knowledge assessment questionnaire in undergraduate pharmacy students: A Rasch analysis of validity evidence

2023-11-17T18:06:15-08:00

Background: Antibiotic knowledge is crucial for undergraduate pharmacy students who are future healthcare professionals. However, a valid and reliable instrument to assess their knowledge is scarce. This study aimed to develop and validate an Antibiotic Knowledge Assessment Questionnaire (AKAQ).

Methods: The AKAQ had three domains and 29 items, encompassing general antibiotic knowledge, antibiotic resistance, and antibiotic stewardship. Rasch analysis was used to assess psychometric properties, including validity parameters (item and person fit and structural validity), reliability (person and item reliability, Cronbach’s Alpha value), item-person interaction, and item bias, using differential item functioning (DIF) based on tems.

Results: This study included 500 undergraduate pharmacy students from 90 Indonesian universities. The validity of the questionnaire was demonstrated, except for one item. Person means infit and outfit for MNSQ were 1.02 and 0.95, whereas ZSTD were 0.11 and 0.08, respectively. Items means infit and outfit for MNSQ were 1.01 and 0.96, while ZSTD were 0.11 and -0.23. Item and person reliabilities were acceptable at 0.99 and 0.68. Cronbach’s alpha reliability was acceptable at 0.71. Two items were biased by term.

Conclusion: The AKAQ is a valid, reliable, and standard instrument for assessing the antibiotic knowledge levels of undergraduate pharmacy students.

Non-virtual simulation training and patient simulation existing for pharmacy students: A scoping review

2023-11-26T12:24:37-08:00

Background: Simulation training enhances non-technical skills and patient safety in pharmacy education, fostering healthcare knowledge and interprofessional collaboration. These training programmes are crucial for instructing pharmacy students in establishing therapeutic and interprofessional relationships with patients and healthcare providers. The objective of this scoping review was to examine not only the simulation training activities currently available to pharmacy students but also their effectiveness and then to identify areas in non-technical skills that still need to be taught.

Methods: A scoping review focused on “simulation training” and “pharmacy students” was conducted, excluding virtual simulation. Initial searches in Scopus, MEDLINE and ERIC were performed on June 6, 2020, with a follow-up on February 25, 2022. Both English and French articles were considered, guided by PRISMA-ScR.

Results: From 812 initial papers, 140 met inclusion criteria, revealing two simulation modalities: simulated patient and hybrid. Hybrid modality facilitated interprofessional simulation. Simulation training in patient communication, medication counselling and interprofessional education was seen to have the most impact on students.

Conclusion: Simulation training was found to be an efficient method of teaching non-technical skills such as communication, medication counselling and interprofessional collaboration for patient-centred care and interprofessional exchanges in pharmacy education programmes.

Medicine formulary writing for hospitals: A systematic review on development, approval, dissemination, and review

2023-09-28T09:18:17-07:00

Background: A hospital formulary is a guiding manual developed to enhance the rational prescribing of medicines based on the local prevalence of diseases and hospital settings. This systematic review aimed to identify and evaluate the existing literature on hospital formulary development and management to ensure the availability of safe, cost-effective, quality, and efficacious medicines that all practitioners must use.

Methods: A qualitative evidence and experience synthesis approach was chosen to create evidence on the development and use of hospital formulary. PubMed was the database used to search for similar reviews using Boolean operators.

Results: Out of 1,347 potentially relevant literature and abstracts identified and screened, 25 publications were used in developing the hospital formulary. The hospital formulary should be developed and reviewed after using the current STG/NEMLIT to use updated medicine lists and indications. Medicines selected for the model are “medicines of choice.” The development of hospital formularies should be based on a comprehensive and transparent process that involves a multidisciplinary team of experts, a clear selection criterion, a reliable and updated source of information, and a regular evaluation of the clinical and economic outcomes.

Conclusion: Hospital formularies promote the rational, safe use of medicines to improve the quality and efficiency of healthcare.