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PubMed1985

Mandatory continuing pharmacy education in Alberta, Canada: the response to live programs and correspondence courses.

This report briefly describes mandatory continuing pharmacy education in Alberta and provides survey data to determine the response of pharmacists to the program. The survey results indicate that most pharmacists exceeded the required number of education units and that more than 70 percent of the total acquired were obtained by completing correspondence courses. Females, those under 40 years of age and retail staff preferred correspondence programs. Managers, hospital staff and those over 40 years of age took somewhat fewer education units by correspondence, but attended more live programs than the former group. The popularity of correspondence is presumably due to the fact that most were provided free and because they are a more convenient method of obtaining education units. The freedom allowed to design their own educational program plus the modest costs involved are probably the two main reasons for the acceptability of Albert's continuing education program to pharmacists.

Alberta↗
PubMed1985

Implications of new technology for pharmacy education and practice.

Specific knowledge and skills needed by pharmacists in an era of advancing health-care technology are presented, and the most important modern technologic developments in health care are described briefly. Implementation of new technology in health care will be affected by cost considerations and by social trends such as shifting population demographics, an increase in diseases of lifestyle, consumerism, and self-care. Technologic advances in the following areas are described: computerized information networks, bioelectronics, biotechnology, computer graphics, diagnostic imaging, and drug development in space and in the oceans. Diseases are noted for which diagnosis and treatment using new technology is promising. The roles of interferon and monoclonal antibodies are described, and trends in development of new drugs and drug delivery systems are traced. A new philosophical basis for pharmacy education that is consistent with the needs of a technologically oriented society is needed. Practitioners will look to their professional societies for assistance in identifying and implementing the new technology.

Antibodies, Monoclonal↗
PubMed2003

[Historical study of clinical pharmacy education in Japan (part 1). The founding and history of the one-year graduate course of clinical pharmacy practice (yakugaku senkouka) at the Meijo University].

Since there was an increasing demand for highly educated pharmacists with clinical experience, a one-year graduate course in clinical pharmacy practice (Yakugaku Senkouka) was established at Meijo University in 1975. This was aimed to provide pharmacists a training program for clinical skills and hospital settings. The course became a leading school in clinical pharmacy education in Japan. The present study describes what it was like and how it contributed to the development of clinical pharmacy in the country. In this article, the history is divided into five terms ranging from 1975 to 2002. The first term (1975-1979): To introduce the educational system, a system that was modeled on those in USA was introduced. The curriculum of clinical clerkship and the methods for evaluating training process were devised. The second term (1980-1984): Clinical clerkships were systematized and modified to fit to society. A manual textbook for training in clinical pharmacy was edited. The third term (1985-1989): The activities in the course were recognized as a new professional practice of pharmacists in Japan under The New Medical Law and The Law of Healthcare Insurance. The fourth term (1990-1995): Clinical pharmacy became popular nationwide. In Meijo University, a new challenge was made to merge clinical pharmacy skills with scientific backgrounds. The fifth term (1996-2002): To cope with the trends of extending undergraduate pharmacy education to six years, it has been decided that the course will be reorganized into a 2-year master's course in clinical pharmacy and accepted as a graduate course in 2003. The history of the course, a forerunner of clinical pharmacy education in Japan, ended in 2002.

Education, Pharmacy, Graduate↗
PubMed2006

A comparative study of consumer participation in mental health pharmacy education.

BACKGROUND: People with mental illness have been recognized as key stakeholders in the development of mental health education. However, few studies have evaluated the impact of people with mental illness as participants in education programs for students studying to become health professionals. OBJECTIVE: To assess the impact of education provided by mental health consumer-educators on the attitudes of pharmacy students toward people with mental illness. METHODS: The study used a 2 group, nonrandomized, clustered, comparative design, with 4 tutorial classes allocated to receive standard pharmacist-led instruction (comparison group), and 5 tutorial classes to receive standard pharmacist-led instruction plus additional input from mental health consumer-educators (intervention group). All pharmacy students (N = 229) enrolled in the third year of a 4 year pharmacy degree program were invited to participate. Consumer-educators receiving ongoing treatment for illnesses including schizophrenia, bipolar disorder, and major depression participated in small-group work, case-study discussions, and role plays with pharmacy students in the intervention group. Pharmacy students' attitudes were assessed using a 39 item survey instrument derived from previously published instruments evaluating social distance, attribution, provision of pharmaceutical services, and stigmatization of people with schizophrenia and severe depression. RESULTS: Paired baseline and follow-up responses were obtained from 117 students in the intervention group and 94 students in the comparison group. Students who received the consumer intervention had decreased social distance scores (F(1209) = 5.30; p = 0.02). Students in the intervention group more strongly disagreed with 26 of 27 nonsocial distance statements that demonstrated a negative attitude toward people with mental illness (F(1209) = 13.58; p < 0.001) and more strongly agreed with all 4 nonsocial distance statements that demonstrated a positive attitude (F(1209) = 7.56; p = 0.014). CONCLUSIONS: Consumer participation in mental health education for pharmacy students improves students' attitudes toward people with mental illness.

Attitude of Health Personnel↗
PubMedDate not supplied

Effect of a clinical pharmacy education program on improvement in the quantity and quality of venous thromboembolism prophylaxis for medically ill patients.

OBJECTIVE: The American College of Chest Physicians (ACCP) recommends unfractionated heparin (UFH) or low-molecular-weight heparin (LMWH) for prevention of venous thromboembolism (VTE) in medically ill patients. Despite these recommendations, a previous analysis at our institution revealed a low utilization of VTE prophylaxis in medically ill patients. Our objective was to evaluate the effects of a pharmacy-driven education program on the quantity and quality of VTE prophylaxis in medically ill patients. METHODS: An educational program focusing on the importance of VTE prophylaxis in medically ill patients was developed by clinical pharmacists and presented to nurses, pharmacists, and physicians in a 493-bed community teaching hospital. The educational program was conducted between June 2002 and June 2003 and consisted of in-service presentations, newsletters, and quality assurance presentations on VTE prophylaxis. The educational program focused on 4 main points: (1) hospitalized medically ill patients are at risk for developing VTE, (2) how to identify medically ill patients who require VTE prophylaxis, (3) the fact that VTE prophylaxis is currently underutilized in medically ill patients, and (4) appropriate VTE prophylaxis strategies for medically ill patients. A posteducation retrospective chart review was performed in medically ill patients with discharge dates between October 2003 and March 2004, and these posteducation medical chart data were compared with the results from a preeducation analysis of patents with discharge dates from January 2001 to March 2002. Data collection included patient demographics, VTE risk factors, and use and type of VTE prophylaxis. RESULTS: The posteducation retrospective chart review was performed for 297 medically ill patients with discharge dates between October 2003 and March 2004 and for 344 preeducation patients discharged between January 2001 and March 2002. Patient demographics and primary diagnoses were similar between the preeducation and posteducatin groups. The mean number of risk factors per patient in the preeducation group was 2.53 +/- 0.96 versus 2.38 +/- 0.88 in the posteducation group (P=0.626). Pharmacy education was associated with an increase in the utilization of any VTE prophylaxis (43% in the preperiod vs. 58% in the postperiod; P <0.001). Prophylaxis judged to be suitable (UFH 5,000 units twice daily, or UFH 5,000 units 3 times daily, or LMWH once daily), increased from 38% in the preeducation period to 49% in the posteducation period, P=0.006). Prophylaxis judged to be optimal (UFH 3 times daily or LMWH once daily) increased from 11% to 44% of patients, P <0.001). CONCLUSIONS: A hospital-wide clinical pharmacy education program was associated with significant improvement in the quantity and quality of VTE prophylaxis in medically ill patients in a community teaching hospital.

Aged↗
PubMed2003

[Historical study of clinical pharmacy education in Japan (part 2) retrospective evaluation of the roles of the one-year graduate course of clinical pharmacy practice (Yakugaku Senkouka) at Meijo University].

Clinical pharmacy practice education started 30 years ago in Japan. Since 1975, a one-year graduate course, clinical pharmacy practice (Yakugaku Senkouka), has been offered at Meijo University, making it a leading school to raise pharmacists with sufficient experience in hospital settings. This article describes the scope of the course, the development of educational systems to meet public demand for new pharmaceutical skills, and the influences on reforming the Japanese health-care system. The content consists of the following: (1) The process of building up the first curricula of clerkship, (2) requirements for admission, namely including an essay, an interview, school records and an aptitude test, (3) establishing the teaching discipline, (4) achievement goals, (5) learning process modeled on methods used in the United States, (6) establishing the concept of medical ethics, (7) professional status of course graduates, and (8) nationwide influence on the social health-care of the country. The one-year graduate course of clinical pharmacy practice was terminated in 2002 and is to be reintroduced as a two-year graduate school course to cope with the present and future trends in health-care systems.

Education, Pharmacy, Graduate↗
PubMed1995

[Establishment of pharmacy education from 1803 to 1994].

Schools of pharmacy were created by the law of germinal 21, year XI (of the French Republican calendar) in Paris, Montpellier and Strasbourg, and also in Turin and Genoa where these schools have been in existence for three or four years. From 1846, at various dates, the first three schools called themselves higher schools without any enactment. With the addition of the school of Nancy, which had replaced that of Strasbourg from 1871 to 1918, the schools became Faculties of pharmacy by the decree of may 14, 1920. Considering that three schools were insufficient for teaching pharmacy, about twenty preparatory schools of medicine and pharmacy were created by the order of march 12, 1840, in which studies in pharmacy lasted only three years. From 1874, some of those schools were turned into mixed faculties of medicine and pharmacy or into full practice schools. In 1955, the eleven remaining schools became national schools, and by 1968 all had become mixed faculties. The law of november 12, 1968 converted faculties into UERs (Units of Education and Research) and that of june 26, 1984 into UFRs, attached to the new universities. The faculty of pharmacy of Paris was divided into two, one half being attached to the University of Paris V and the other to the University of Paris XI.

Education, Pharmacy↗
PubMed1982

Pharmacy Education in the twenty-first century.

Forecasted social and economic changes are reviewed in light of their potential impact on pharmacy practice and education. A similar approach is taken to speculation on drug technology with the prediction of major advances in the understanding of drug action at the molecular level and, with it, a closing of the gap between molecular and clinical knowledge. The components of the health care and educational systems are envisioned as linked through communications technology, creating an on-going information flow that develops and continues the competencies of the providers while optimizing conditions for patient care.

Area Health Education Centers↗
PubMed2005

[Aspects of educating pharmacy students about problems concerning tobacco smoking dependence].

Idea of 'pharmaceutical care' and 'health promotion in pharmacy' states, that instructing patient about availability of nicotine dependence treatment drugs and their prices is not the only task of pharmacist, but he is also required to assist patient in dependence treatment and promote abstinence. Thus, there is necessity for deep education of pharmacy students about all above-mentioned issues. The aim of the study was to evaluate the effectiveness of pharmaceutical education curriculum in this area. Inquiry test was performed among master's year students and the results show, that the students are well educated about nicotine dependence problems esp. about the theoretical bases like health problems arising from tobacco smoking and toxicology of tobacco smoke. There might be some lack in education about pharmacological aspects of nicotine dependence eg. about mechanism of the dependence and methods of nicotine dependence treatments. The results might suggest that more attention should be given to these problems during pharmacy education.

Health Education↗
PubMed2025

Leveraging Pharmacy Education through a Train-the-Trainer Model to Enhance Breast Cancer Literacy in Rural Communities.

Rural versus urban communities experience disproportionate challenges in breast cancer outcomes, with higher breast cancer mortality and later stage disease presentation, despite similar diagnosis rates. These disparities are driven by structural barriers, including rural hospital closures, transportation difficulties, and limited access to oncology specialists. This study evaluated a train-the-trainer program designed to equip PharmD students located at a pharmacy school in a rural county in South Carolina with breast cancer education training, leveraging the pharmacists' position as accessible healthcare professionals in rural communities. Training focused on breast cancer risk factors, prevention, screening, genetics, staging, and treatment options. Effectiveness was measured through pre- and post-workshop confidence surveys and knowledge assessments. Results showed significant improvement in student confidence across educational domains, with average scores increasing from 6.30 to 8.59 (p&#x2009;<&#x2009;0.0001). Understanding of screening guidelines (mean difference: 4.30; p-value:&#x2009;<&#x2009;.0001) and target therapy options showed the greatest improvement (mean difference: 3.65; p-value:&#x2009;<&#x2009;.0001), while knowledge of BRCA gene inheritance showed the smallest change (mean difference: 0.369; p-value: ns), suggesting some pre-existing awareness but limited understanding of its clinical applications. Overall, this pilot program demonstrates how pharmacy education can address healthcare disparities in rural communities. By preparing pharmacists to deliver accurate breast cancer education and to increase rural patient agency, this model creates a sustainable approach to improving health literacy in medically underserved areas. Future research could further expand this model to include diverse healthcare professionals and incorporate long-term impact assessments in community settings.

Humans↗
PubMed2002

[Application of personal drug (P-drug) seminar to clinical pharmacy education in the graduate school of pharmaceutical sciences].

The P-drug seminar, a novel method of teaching the process of rational pharmacotherapy, was introduced in 2000 into the practice program of the clinical pharmacy course in the Graduate School of Pharmaceutical Sciences, Toyama Medical and Pharmaceutical University (TMPU). The P-drug concept is evidence-based drug selection according to criteria (i.e., efficacy, safety, suitability and cost) deter mined in advance and rational prescribing by each physician. The P-drug seminar originated from educational courses for medical students at the University of Groningen and has been propagated by the WHO Action Programme on Essential Drugs world wide. In the TMPU, the seminar consists of 5 half-days before the start of bedside teaching during clinical pharmacy practice. Each term, 8 graduate students licensed as pharmacists form one seminar group, and 32 students have completed it successfully in the past 2 years. Problem-based learning and self-awareness methods are applied through discussion among students. The same teaching materials as those used in the WHO P-drug workshop and the English textbook Guide to Good Prescribing were adopted. A short lecture on the pharmacist's role in the rational use of drugs was added to modify the original P-drug workshop for medical students since this was considered suitable for graduate students in clinical pharmacy. Our graduate students were able to learn the process of pharmacotherapy by following the steps of P-drug selection and rational treatment under the P-drug concept and also understand the viewpoint of prescribers and pharmacists' roles as medical staff. In conclusion, this is the first report on application of the P-drug method to clinical pharmacy education.

Drug Prescriptions↗
PubMed1992

[An overview of the development of pharmacy education in Slovakia].

Before 1777, the pharmacist in Slovakia gained their professional qualification by practising in a pharmacy. From the establishment of the University of Trnava to 1777, they attended lectures and took examinations at its Faculty of Medicine, then from 1784 onwards in Budapest. After the establishment of Czechoslovakia, the candidates of pharmacy studied in Prague, and after the closing of Czech universities (1939) in Bratislava. Between 1940 and 1948 there existed a three-year course, and later a four-year course at the Faculty of Medicine, the contents of which were close to the level of the development of sciences and the requirements of pharmaceutical practice. A logical completion of the development of the course of studies was the establishment of independent Faculties of Pharmacy in Bratislava and Brno and the prolongation of the course to five years. Commencing with the academic year 1977/78, the course of studies was divided into three specializations, General Pharmacy, Clinical Pharmacy and Technological Pharmacy. Since the academic year 1990/91 the course is uniform again, with possible differentiations in the profile of the graduate during the course according to the interests and options of the student.

Czechoslovakia↗