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PubMedDate not supplied

Assessment of selected patient educational materials of various chain pharmacies.

Pharmacy literature commonly used to inform patients about medication side-effects and complications was examined for readability. Forty-five (45) informational sheets were obtained from nine national and regional pharmacies. According to the McLaughlin's SMOG (Simple Measure of Gobbledegook) formula, the reading level of the informational sheets ranged from grade 8-14 (8 = 8th grade level and 14 = collegiate level), with a mean reading level of 12. The sampled pharmacy educational materials may be too difficult for most Americans to read and comprehend. The pharmacist may assist in increasing patient compliance by offering education in a form that is understandable, which increases the likelihood of adherence to desired health behaviors.

Comprehension↗
PubMed1995

Integrating postgraduate pharmacy training programs into colleges of pharmacy.

An important issue facing colleges of pharmacy is the integration of postgraduate clinical training programs into the mainstream of pharmacy education. Colleges of pharmacy have a major role to play in postgraduate clinical training programs to the benefit of the college, resident, and institution. Students must be provided with information about residencies during their first year, and this information must be continually reinforced throughout their academic career. Residency and fellowship programs contribute significantly to the education of pharmacy students. Colleges must take an active role, working in partnership with institutions to enhance postgraduate pharmacy training programs.

Career Choice↗
PubMed2006

Knowledge, attitudes and practices of pharmacists concerning prescription drug abuse.

This study assessed the knowledge, attitudes, and professional practices of pharmacists regarding addiction and patient use of controlled medications. This research project explored the relationship between pharmacy education, perceived and actual knowledge, and professional interactions as it pertains to problems surrounding dependency and addiction. A questionnaire of 25 items was administered at three separate continuing education programs in Florida in 2005. A total of 484 surveys were completed. Pharmacists (67.5%) reported participating in two hours or less of addiction/substance abuse education in pharmacy school. Of particular concern was that 29.2% reported having received no addiction education. Pharmacists who had greater amounts of addiction-specific education had a higher likelihood of correctly answering questions relating to the science of addiction and substance abuse counseling. In addition, pharmacists who reported more education counseled patients more frequently and felt more confident about counseling. A majority of respondents (53.7%) reported that they had never referred a patient to drug treatment in their career. These findings suggest that the neurobiological basis for addictive diseases, standards of care, and pain management guidelines were not widely understood by the sample. More research should be undertaken to determine the educational needs of practicing pharmacists to enable them to assume a leadership role in detecting, preventing, and treating prescription drug abuse.

Adult↗
PubMed1985

The use of veterinary clinics for the education of pharmacy students.

The pharmacies of rural communities often include veterinary products; however, many pharmacists have little knowledge about animal diseases and the pharmacokinetics of drugs in animals. The Colorado State University at Fort Collins has developed an elective one-week rotation for pharmacy students through the University Veterinary Teaching Hospital. The four objectives of the program are: (1) to observe the various aspects of veterinary medicine and its use in different animal species; (2) to work with the student of veterinary medicine to plan and evaluate a drug therapy course; (3) to understand species variance in absorption, metabolism, and elimination of drugs; and (4) to plan and evaluate a course of therapy for an assigned animal, using the Problem Oriented Medical Record (POMR) format.

Anesthesia↗
PubMed1999

Pharmacist recognition of potential drug interactions.

The ability of pharmacists to identify potential drug interactions was studied. Simulated medication profiles were created from a list of 16 drugs. Staff pharmacists and soon-to-graduate student pharmacists at a Veterans Affairs medical center each received a set of eight 2-drug profiles, four 4-drug profiles, two 8-drug profiles, and one 16-drug profile. Each set of profiles contained a number of pairs of drugs rated by the Drug Therapy Screening System as producing an interaction of moderate or major importance. The subjects were given one hour to screen the profile for the potentially interacting pairs. The subjects detected only 66% of the interactions in the 2-drug profiles, 34% of the interactions in the 4-drug profiles, 20% of the interactions in the 8-drug profiles, and 17% of the interactions in the 16-drug profile. None of the subjects detected all interactions in the 8- or 16-drug profiles. Both true-positive and false-positive rates of identification decreased significantly as the number of drugs listed on the profile increased. This primarily reflected a reduced tendency to report the presence of drug interactions, but there was additional evidence that the accuracy of identification also declined. The number of years of pharmacy training was the only demographic characteristic highly correlated with accuracy. More years of pharmacy education seemed to improve the ability to detect drug interactions. However, none of the pharmacists or students was able to detect all potentially interacting pairs in a profile containing 8 or 16 drugs. Computerized drug interaction profiles should be used by pharmacists to ensure recognition of all potential drug interactions.

Drug Interactions↗
PubMedDate not supplied

Continuing professional development in pharmacy.

OBJECTIVE: To summarize a resource document that explains the concept and components of continuing professional development (CPD) for pharmacists, describes some of the drivers behind the reevaluation of current systems of continuing pharmacy education (CE), defines relevant terms, and outlines some experiences with CPD in selected countries that have already adopted the model. SUMMARY: CPD is an approach to lifelong learning being discussed as a potential model for pharmacists in the United States. CPD does not replace CE, but quality-assured CE is an essential component of CPD. Evidence is mounting, however, that traditional methods of CE do not adequately meet the life-long learning and professional development needs of health care professionals (HCPs) and are not always successful in affecting practice behavior and improving patient outcomes. The Institute of Medicine has concluded that the education and training of HCPs is in need of major overhaul. CPD, which is based on sound principles and adopts educational strategies that have been shown to be effective, potentially offers a quality improvement to the current systems for pharmacist CE. CONCLUSION: Interest in and support for the concept of CPD is growing. Case studies of successful implementation in the United States and other countries now exist. Further discussion on the implications of widespread implementation for pharmacists in the United States is needed.

Education, Pharmacy, Continuing↗
PubMed2003

White coat ceremonies in US schools of pharmacy.

BACKGROUND: Pharmacy and medical schools share similar concerns regarding the need to place greater emphasis on professional socialization. Many academic institutions of both professions have elected to establish a white coat ceremony to initiate the process of inculcating professional values. However, a recent literature search revealed little published information on pharmacy white coat ceremonies. OBJECTIVE: To determine the prevalence of white coat ceremonies in US schools of pharmacy and identify commonalities between ceremonies conducted at different schools. METHODS: In April 2002, a 25-question survey was sent via E-mail to the deans of the 83 accredited schools of pharmacy in the US. The survey solicited details about the nature of each school's white coat ceremony or reasons why the school does not conduct a ceremony. RESULTS: The first ceremony in pharmacy was held at the University of Kentucky in 1995. As of May 2002, 51 of the 83 schools had already conducted a white coat ceremony and another 10 indicated plans to initiate a ceremony by the end of the year. Telephone follow-up confirmed that, as of May 2003, the number had risen to 61 schools. Most schools conduct the ceremony during the first professional year. Common features include presentation of the coat, recitation of an oath, a speech by an honored guest, a class photograph, and a reception. CONCLUSIONS: The white coat ceremony is a growing phenomenon in pharmacy education that could play a pivotal role in the quest to better achieve professional socialization among students.

Clothing↗
PubMed2005

[Fragments of information of Naoe Okamoto - the life of one of Japan's first female pharmacists.].

It has generally been believed that Naoe Okamoto of Fukui Prefecture, who was licensed to open a pharmacy in December 1885, was Japan's first female pharmacist. However, there has been no way to confirm this because the pharmacists' registry held by the Ministry of Internal Affairs was destroyed by the Great Kanto Earthquake in 1923. This paper describes a hazy picture of her life, which we traced based on fragments of information from the Tokyo University Pharmacy and Life Science (TUPLS), pharmaceutical journals of her time, and two residents of Fukui City who met her when they were children. Naoe Okamoto was born in Asuwakamicho, Fukui City, in 1870, as the eldest daughter of a druggist operating since the Edo Era. Born in a socially and economically privileged family, Naoe went to Tokyo and entered Tokyo Pharmacists School (currently TUPLS) in 1883 or 1884. After two-years' study, she passed the pharmacist certification examination held by the Tokyo Prefecture Government in the autumn of 1885 and received a license to open a pharmacy from the Minister of Internal Affairs. In 1886 or 1887, she overtook the family business and married a doctor. She got divorced shortly thereafter, but continued to manage the family business although she had a younger brother. She died in 1941 at the age of 71. Her house and all articles left by her were burned to ashes after an air raid by the US Army Air Corps in July 1945 during the Second World War. Naoe left her small native city in Fukui Prefecture to study pharmacy in the capital at the beginning of the Meiji Era, when it was extremely difficult for women to pursue a professional career. She obtained the license to operate a pharmacy and pursued her career as a pharmacist through the Meiji, Taisho and Showa Eras. Her life offers great courage and lessons to today's 139,000 female pharmacists in Japan. Naoe Okamoto should be remembered as a pioneer of female pharmacists at this turning point when the 6-year pharmacy education system is about to start.

Education, Pharmacy↗
PubMed1995

[Additional education of pharmacy students in clinical care units: a useful experience?].

Following the French program of pharmaceutical education, students of the Pharmaceutical Institute of the Université Libre de Bruxelles have taken, during six weeks, an additional training in a department of internal medicine of three university hospitals. The results of this experience show that this program modification, particularly if it is carefully prepared, is highly advantageous for the pharmacist education. Moreover, it may consolidate the collaboration between the pharmacist with the medical profession and therefore represent a contribution to Health Care.

Belgium↗
PubMed1985

An evaluation of the education of hospital pharmacy directors.

The education received by hospital pharmacy directors was evaluated by the 1981 survey responses of the directors of pharmacy practicing in hospitals with over 300 beds. A total of 657 out of 1,531 (42.9 percent) usable questionnaires were returned. Directors ranked the following academic areas in decreasing order of importance to them; personnel and financial management, computers, hospital organization, clinical pharmacy practice, traditional pharmacy practice, and statistics. Directors with MBA degrees perceived themselves to be stronger in these same academic areas than did directors with MS, PharmD, and BS degrees. Only directors with MBA and MS degrees believed they had been adequately prepared through their academic programs for their administrative role as director. Recommendations for changes in the education received by future hospital pharmacy directors are included in this paper.

Education, Pharmacy↗
PubMed2006

Student perspectives on pharmacy curriculum and instruction in Egyptian schools.

OBJECTIVES: To determine student attitudes and opinions towards pharmacy education in Egyptian universities to provide information for designing delivery of a revised pharmacy curriculum. METHODS: Students were recruited from the pharmacy faculties at a government-sponsored university and a privately funded university. Data were gathered using a structured questionnaire and statistically analyzed. Responses from open questions were subjected to thematic analysis. RESULTS: Students spent widely differing amounts of time on non-classroom study, little of which was self-directed. This was reflected in the low frequency of use of library facilities and the preference of students for passively acquired information. Themes that emerged on how students would improve the curriculum were to increase the use of computers and the Internet; make the course more relevant to pharmacy practice and/or clinical pharmacy; improve and expand the practical components of the course; increase their own involvement in learning; and increase their understanding of subjects as well as their knowledge. For many of the questions, there was a significant different between the responses of students at the 2 universities. CONCLUSIONS: Students relied on classroom teaching and devoted little time to self-directed study. However, students were aware of international developments in pharmacy education and practice and are receptive to change.

Attitude↗