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PubMed2006

[Physical chemistry in pharmacy education].

The author gives a comprehensive review about the physical chemistry curriculum until the 2004/2005 academic year for the 2nd year students of Faculty of Pharmacy of the Semmelweis University. The paper outlines the program of the lectures and laboratory practices, the main aspects of its compilation and development, which aimed at the fulfilment of the requirements of other subjects taught at higher grades, the formation of the physical chemical approach of students and the transmission of knowledge applicable in the pharmacy practice, as well.

Chemistry, Physical↗
PubMed2006

Animal-centered learning activities in pharmacy education.

OBJECTIVES: To assess the contribution of animal-centered activities to students achieving learning outcomes in a veterinary therapeutics course. DESIGN: Qualitative methods were used to assess the outcome of using "hands-on" animal interactions as tools of engagement in the course. Reflective commentary on animal-centered activities was collected and analyzed. ASSESSMENT: Animal-centered learning activities are effective tools for engaging students and facilitating their understanding and application of veterinary therapeutic knowledge, skills, and attitudes. Analysis of qualitative data revealed themes of professional caring and caring behaviors as a direct result of animal-centered activities. Elements of empathy, caring, compassion, and self-awareness were strong undercurrents in student's comments. CONCLUSIONS: Animal-centered learning activities provide an innovative learning environment for the application of veterinary pharmacy knowledge, skills, and attitudes directly to animal patients. The use of animals in the course is a successful active-learning technique to engage pharmacy students and assist them in developing caring attitudes and behaviors beneficial to future health care providers.

Animals↗
PubMed1985

Implications of the new technology for pharmacy education and practice.

Educators and practitioners in the health professions are faced with two questions as they attempt to adapt to changes brought by new technology. What is the nature of the technology? and What are the implications for education and practice? The present paper directs these questions to pharmacy in a three-part discussion: the implications of the technology; the relevant technology presented as brief, descriptive vignettes; and comments on the apparent problems which are created by technological change. The implications are presented first, as a set of general guidelines, second, the implications for the knowledge and skill components of education and practice, and third, as attitudes required by pharmacists and pharmacy students. The paper concludes with a list of still unanswered questions relative to the future.

Computers↗
PubMed1986

Integrating clinical and distributive pharmaceutical services: implications for clinical pharmacy education.

For over two decades, pharmaceutical educators and practitioners have debated whether clinical and distributive pharmaceutical services should be integrated or segregated, i.e., performed by different persons. The recently defined new federal system for reimbursing hospitals for care of Medicaid patients and other beneficiaries according to a prospective reimbursement plan impacts directly on this debate. A cross section of the profession has recently reached consensus on the definition of clinical pharmacy at a national invitational workshop. Fiscal constraints also impacted on the question in schools which are no longer able to keep expanding their clinical faculties. These factors are related questions which academic clinical pharmacy must face are discussed.

Curriculum↗
PubMedDate not supplied

[Evaluating the potential of an intervention aimed at promoting oral rehydration therapy (ORT) by educating pharmacy employees].

Diarrhea is a major cause of morbidity and mortality in childhood, and Brazilians rely heavily on pharmacies for the resolution of this and other health problems. To promote the rational use of both pharmaceuticals and oral rehydration therapy (ORT), an intervention study was performed in pharmacies in Southwestern Brazil. Semi-structured interviews showed oral rehydration solution, or ORS (50%), antidiarrheals (39%), trimethoprim-sulfamethoxazole (27%), and yeast (22%) to be the most frequently suggested drugs, whereas questionnaire responses were ORS (75%), trimethoprim-sulfamethoxazole (25%), and yeast (25%), thus revealing that more than one methodology is needed if reliable data are to be obtained. An educational intervention was applied to 86.7% of pharmacies, but acquisition of knowledge on management of diarrhea did not prevent pharmacy workers from suggesting antidiarrheal drugs instead of ORS alone. In order to have pharmacy workers comply with official protocols for episodes of diarrhea, interventions should include regulatory measures on drugs that are contraindicated for children, and the role of pharmacies and pharmacists should be reviewed.

Child, Preschool↗
PubMed2026

A comparative systematic review of pharmacist education systems and pharmacy service quality in ASEAN-5: Indonesia, Malaysia, Thailand, the Philippines, and Singapore.

BACKGROUND: The global transition toward patient-centered pharmaceutical care has exposed structural disparities in ASEAN pharmacy workforce training and deployment. This review examines four research questions: how pharmacy education systems and accreditation standards differ across Indonesia, Malaysia, Thailand, the Philippines, and Singapore (collectively, the ASEAN-5); the extent to which pre-registration education influences clinical service scope and professional confidence; how education reform and regulatory change have shaped pharmacist clinical roles; and what barriers and enablers exist for regional qualification harmonization. METHODS: A systematic literature review following PRISMA 2020 was conducted. Searches of PubMed/MEDLINE and Scopus, supplemented by grey literature, were completed in May 2026. Of 78 unique records screened, 46 studies published between 2005 and 2026 met inclusion criteria. Quality appraisal used an adapted Mixed Methods Appraisal Tool; synthesis employed narrative thematic analysis. RESULTS: The five countries represent four structurally distinct pharmacy education architectures: Thailand's standardized six-year Doctor of Pharmacy with dual specialization tracks; four-year Bachelor of Pharmacy programmes in Malaysia and the Philippines with institutional variation; Indonesia's clinically underdeveloped system despite rapid expansion; and Singapore's four-year Bachelor of Pharmacy followed by a nationally mandated one-year pre-registration pathway. Evidence links deeper clinical training to broader practice scope, higher confidence, and improved patient outcomes. Reform produced uneven results: Thailand's PharmD transition improved clinical recognition but exposed deployment paradoxes; Singapore achieved the strongest training-to-practice alignment; Indonesia's health insurance reforms were not absorbed by an underprepared workforce; the Philippines lacks a national competency framework. No binding mutual recognition arrangement was identified; divergent qualification structures, incompatible accreditation systems, and an asymmetric evidence base remain the primary barriers. DISCUSSION: These findings indicate that clinical service scope is bounded less by national policy ambition than by the depth and clinical orientation of the pre-registration education that precedes it, and that credentialing reforms which outpace a health system's capacity to absorb new clinical roles, or the reverse, do not by themselves translate into expanded practice. CONCLUSIONS: Pharmacy education across the ASEAN-5 remains nationally distinct and clinically uneven. Clinical service scope is directly bounded by pre-registration education quality. No country has fully closed the education-practice gap. Regional harmonization requires national-level educational reform as a prerequisite.

Humans↗
PubMed1986

Role of the hospital pharmacy director in experiential education.

Pharmacy departments in community hospitals frequently function as teaching sites for the externship component of the pharmacy curriculum. With the entry-level doctor of pharmacy degree replacing the bachelor of science degree at several colleges of pharmacy, the use of community hospitals as sites for experiential education will undoubtedly increase. This article explores the role of the director of pharmacy in providing an optimal environment for experiential education to take place. The following topics are emphasized: maximizing the usefulness of the hospital pharmacy department as a teaching site; fulfilling the needs and requirements of the college, the hospital pharmacy, and the student; and using educational methods that promote student learning without placing unacceptable demands upon the director's time.

Chicago↗
PubMed1979

Readability--its applicability to education of patients by pharmacy.

The applicability of readability to the development of pharmacy educational materials is reviewed. The importance of reading skills must be recognized in all areas of education, including pharmacy patient education. If people are to perform certain tasks, they must understand the instructions for those tasks. To be understandable, the instructions must be written on the reading level of the people who will be following the instructions. Readability has been defined as those characteristics of reading materials, involving certain mental processes, that make for ease or difficulty of comprehension of the reading material. It is the task of the reader to use as few or as many of these mental processes as necessary to grasp the intended meaning of the material. It has been estimated that the average reading level of the American public is approximately 7th to 8th grade. However, many adults do not have sufficient reading skills to comprehend fully material written on these levels. Therefore, pharmacy educational material should be written on the reading level of the patient population it serves. Several readability formulas have been developed to evaluate the various characteristics of reading material that lead to reading comprehension. Among the ones recommended for use with pharmacy educational materials are the Fry Readability Graph and the Gunning Fog Index.

Drug Labeling↗
PubMed2006

Educating students for practice: educational outcomes and community experience.

The education of pharmacists in the United States integrates classroom and experiential learning. Two organizations played a key role in determining the current education of pharmacy students. They are the Accreditation Council for Pharmacy Education and the American Association of Colleges of Pharmacy. The curriculum offered today provides opportunities for students to learn and achieve ability-based outcomes in both didactic and experiential courses. This review of pharmacy education focuses generally on the national leadership of pharmacy education both past and present and specifically on outcomes of practice that students are expected to achieve. Included in the discussion are recommendations for how preceptors in a community practice model can build on the college curriculum by recognizing and incorporating ability-based outcomes into their activities of the introductory and advanced practice courses.

Education, Pharmacy↗
PubMedDate not supplied

Ethics education for clinical pharmacy practice.

A review of the literature on pharmacy ethics found little concern for ethical issues that arise from pharmacist involvement in clinical practice. This lack of recognition and concern for ethical dilemmas that arise from new pharmacist roles has serious implications for clinical practitioners because of their close involvement in patient care and with other professionals. Also, implications for the profession are serious since a lack of internal control invites external control. Pharmacy educators must provide a leadership role in addressing this lack of concern by systematic evaluation and improvement of ethics education. A model of ethics education is presented that is based on a science education model--both a theoretical and a practical component leading to skill development in recognizing and resolving ethical dilemmas. In other words, pharmacy students will be trained to become their own ethics experts through the application of critical ethical thinking.

Education, Pharmacy↗
PubMed1981

Training hospital pharmacy technicians: joint effort by departments of education and pharmacy.

The cooperative development and initiation of a one-year pharmacy technician training program is described. The hospital's pharmacy and education departments formulated goals and objectives for the didactic and clinical areas of the program and developed methods to evaluate student competency and the program itself. The training for first class of students consisted of three months of didactic instruction, one month of laboratory experience, and eight months of on-the-job training. The program includes an observation of medication administration which is designed to increase the student's awareness of the entire medication process.

Connecticut↗
PubMed1985

Pharmacy continuing education--its value to hospital pharmacy practice.

A survey was mailed nationally to all hospitals with over 300 beds. A portion of the questionnaire focused on the academic training of current directors and their perceptions regarding continuing education. Less than 50 percent of the respondents perceived C.E. as being beneficial to them as a hospital pharmacy administrator. It is apparent from the survey results that there is a group of pharmacists who are not receiving the benefits desired from C.E. Recommendations are made that will increase the opportunities for management training for all pharmacists.

Education, Pharmacy, Continuing↗