Currents in Pharmacy Teaching and Learning最新文献

{"title":"Establishing inclusion safety in pharmacy education: Wielding psychological safety as a tool to address student burnout","authors":"Amre A. Elmaoued ,&nbsp;Raechel T. White ,&nbsp;Omar E. Hassan ,&nbsp;Taylor Sweet-Cosce","doi":"10.1016/j.cptl.2024.102163","DOIUrl":"10.1016/j.cptl.2024.102163","url":null,"abstract":"<div><h3>Introduction</h3><p>Burnout is a common issue that impacts students across professional programs, where symptoms such as loneliness and isolation lead to a decrease in student and faculty success. The primary tactic utilized to combat burnout in pharmacists has been an emphasis on wellbeing strategies.</p></div><div><h3>Commentary</h3><p>Psychological safety is an important cultural dynamic that allows individuals to feel included, supported, and heard. This is particularly important as developing a professional setting of inclusivity and safety is associated with reducing the impact of psychosocial stressors on an individual outside of their professional setting. However, psychological safety has not yet been explored as a means to combat burnout in pharmacy education.</p></div><div><h3>Implications</h3><p>Making space for inclusion, learning, contribution, and challenge in pharmacy education curriculums is necessary to create psychologically safe learning environments, which thereby increases feelings of belonging and community among students and faculty and subsequently reduces feelings of isolation and burnout. A commitment from administrators, faculty, and preceptors is necessary to encourage egalitarian dialogue and imagine a more dynamic, collegial relationship among students and faculty. Ultimately, this commitment communicates to students that they are valued as human beings, respected as individuals, and empowered as future healthcare providers well before they are asked to rise to the role of pharmacist.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102163"},"PeriodicalIF":1.3,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141856790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role and responsibilities of student affairs professionals in pharmacy education","authors":"Cathy H. Ficzere,&nbsp;Erin M. Behnen,&nbsp;Kelley Kiningham","doi":"10.1016/j.cptl.2024.102164","DOIUrl":"10.1016/j.cptl.2024.102164","url":null,"abstract":"<div><h3>Introduction</h3><p>While pharmacy programs, standards, and students have changed over time, caring for our students continues to be of the utmost importance. We are interested in learning how colleges and schools of pharmacy are meeting these needs. Therefore, our objective was to characterize the roles and responsibilities of student affairs professionals associated with colleges/schools of pharmacy.</p></div><div><h3>Methods</h3><p>All ACPE colleges/schools of pharmacy in the United States were contacted by email to identify the student affairs lead for the institution who was then sent a Qualtrics survey via email. The survey asked for college/school demographics and details of the number and responsibilities of student affairs faculty and staff. Descriptive statistics were used to summarize the results.</p></div><div><h3>Results</h3><p>The survey was sent to a total of 134 individuals and 78 survey responses were received after removing duplicate responses. Responding college/schools were similar in type (49% public, 51% private), size (59% entering cohort of &lt;80 students compared to 55% nationally), and length of program (65% with program at least 4 years) compared to all accredited colleges/schools of pharmacy. The greatest number of programs had between one and three full-time equivalent (FTE) positions (39%) with between three and five FTEs close behind (31%). The team make up that occurred most frequently (<em>N</em> = 20) was zero to one FTE Dean/Associate/Assistant Dean and at least two non-faculty professional staff. Organizing student orientation, planning events such as hooding and white coat ceremonies, overseeing student organizations, and overseeing student wellbeing programs and student recruitment were most frequently reported to be responsibilities of student affairs offices.</p></div><div><h3>Discussion</h3><p>Overall, our findings show that the most common student affairs offices are comprised of one Dean/Associate Dean/Assistant Dean and at least two non-faculty professional staff. A limitation of our investigation was the omission of a requirement for respondents to complete the college/school field in the survey.</p></div><div><h3>Conclusions</h3><p>The number and types of FTE positions devoted to student affairs and titles and responsibilities differed greatly among the responding colleges/schools.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102164"},"PeriodicalIF":1.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of jigsaw collaborative learning strategy on students' learning of clinical pharmacokinetics of special populations","authors":"Hui Ting Chng ,&nbsp;Hong Yong Ng ,&nbsp;Zantyn Teo ,&nbsp;Shin Dee Liew ,&nbsp;Mark Joo Seng Gan","doi":"10.1016/j.cptl.2024.102162","DOIUrl":"10.1016/j.cptl.2024.102162","url":null,"abstract":"<div><h3>Objectives</h3><p>To evaluate the learning gain and students' perceptions towards Jigsaw collaborative learning in comparison with lectures in learning about pharmacokinetic changes in special populations.</p></div><div><h3>Methods</h3><p>Undergraduates learn about A-D-M-E of specific populations via Jigsaw collaborative learning and didactic lectures. Pre- and post-lesson quizzes were conducted to evaluate the effectiveness of the teaching method in terms of knowledge gain. Surveys comprising Likert scale statements and open-ended questions were conducted to elucidate students' perception towards the teaching methods.</p></div><div><h3>Results</h3><p>From a class of 192 students, 118 (62%) and 110 (57%) students completed the pre- and post-lecture quizzes, respectively, while 176 (92%) and 168 (88%) students completed the pre- and post-Home Group discussion of Jigsaw quizzes, respectively. There was an improvement of 22.2% and 14.3% in median percentage quiz scores for the lecture and Jigsaw method respectively. Most students agreed that they have learned (54–60%) and collaborated (78–89%) through the Jigsaw method and rated Jigsaw as useful for their learning (54%). Open-ended survey responses offered a mixed conclusion where the didactic lecture was perceived to be as, or more effective than the Jigsaw method.</p></div><div><h3>Conclusion</h3><p>Learning gains were observed through the Jigsaw collaborative learning method which relied solely on peer-teaching, despite students perceiving it to be not as effective as lecture. The method provided opportunities for active and peer-learning. Further studies are needed to evaluate the long-term effects of this teaching method.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102162"},"PeriodicalIF":1.3,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving preparation for pharmacy entry-to-practice OSCE using a participatory action research","authors":"Catherine Huneault ,&nbsp;Philippe Haeberli ,&nbsp;Alexandra Mühle ,&nbsp;Philippe Laurent ,&nbsp;Jérôme Berger","doi":"10.1016/j.cptl.2024.102152","DOIUrl":"10.1016/j.cptl.2024.102152","url":null,"abstract":"<div><h3>Introduction</h3><p>In Switzerland, becoming a licensed pharmacist requires succeeding a federal entry-to-practice exam that includes an Objective Structured Clinical Examination (OSCE). Candidates from the University of Geneva (UNIGE) exhibited a higher failure rate in this part of the examination in comparison to candidates from other Swiss institutions. The institution made a specific set of pedagogical changes to a 3-week pharmacy services course that is run during their Master's second year to prepare them for their entry-to-practice OSCE. One key change was a switch from a summative in-classroom OSCE to an on-line formative OSCE.</p></div><div><h3>Methods</h3><p>New teaching activities were introduced between 2019 2020 and 2021–2022 academic years to help students strengthen their patient-facing skills and prepare for the federal OSCE. These online activities consisted in formative OSCEs supplemented with group and individual debriefings and in 18 h clinical case simulations reproducing OSCE requirements and assessed with standardized evaluation grids. Failure rates before and after the introduction of these activities were compared, and their perceived usefulness by UNIGE candidates was collected through a questionnaire survey.</p></div><div><h3>Results</h3><p>The UNIGE failure rate decreased from 6.8% in 2018/2019 to 3.3% in 2022 following the implementation of the new teaching activities. The difference in failure rates between UNIGE and the other institutions became less pronounced in 2022 compared to 2018/2019. The redesigned Master's course was highlighted as useful for preparation, with all new activities perceived as beneficial. Questionnaire responses brought attention to challenges faced by UNIGE candidates, including stress management, insufficient information or practical training, and experiences related to quarantine. These insights informed further development of teaching methods.</p></div><div><h3>Discussion</h3><p>Although the results do not establish a direct link between participation in new teaching activities and increased performance, they suggest resolving the initial issue. Our findings relate to pedagogical concepts such as constructive alignment, formative assessment and examination anxiety, and generally support the benefits of online format.</p></div><div><h3>Conclusion</h3><p>This study used a participatory action research based on mixed methods to address a challenge in pharmacy education. Online teaching activities including formative OSCEs, case simulations and debriefings were implemented. Improved performance in entry-to-practice OSCE was subsequently observed. The results highlight the potential of formative, active, and constructively aligned online activities, such as role-playing and case simulation, to enhance patient-facing skills and improve outcomes in summative assessments of these skills.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102152"},"PeriodicalIF":1.3,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724001849/pdfft?md5=af5b1aefa6106a852172d9bebce83ec5&pid=1-s2.0-S1877129724001849-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141732034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of tobacco education on pharmacy students' perceptions of electronic nicotine delivery systems","authors":"Shelby Kelsh ,&nbsp;Mark Young ,&nbsp;Anne Ottney ,&nbsp;Minji Sohn ,&nbsp;Michelle Kelly","doi":"10.1016/j.cptl.2024.102158","DOIUrl":"10.1016/j.cptl.2024.102158","url":null,"abstract":"<div><h3>Objective</h3><p>Describe how receiving tobacco education within the PharmD curriculum affects 1) students' perceptions and knowledge of electronic nicotine delivery systems (ENDS) and 2) willingness to counsel on cessation.</p></div><div><h3>Methods</h3><p>Eight institutions used a 29-item questionnaire to assess P1-P4 students' tobacco use, ENDS knowledge, cessation education, and perceptions in the fall of 2020. Students were divided into those who had received tobacco cessation education and those who had not.</p></div><div><h3>Results</h3><p>832 pharmacy students participated in the study with a 28% response rate. 56% of respondents were reported as receiving at least some tobacco education in the pharmacy curriculum. Quitting other forms of tobacco was the only perceived benefit of ENDS that was statistically different between groups. Tobacco education was associated with a greater likelihood of identifying localized harms of ENDS, including explosion/burns and mouth/throat irritation. Those with tobacco education were more likely to agree they received enough education to counsel on smoking cessation and were more likely to agree they are willing to counsel patients on quitting. Tobacco education was associated with an increased willingness to offer smoking cessation (OR 1.56; 95% CI 1.14–2.13) but not more willing to offer ENDS cessation (0.85; 0.58–1.24). Personal history of combustible cigarette use was associated with increased willingness to counsel on both smoking (2.45; 1.27–4.73) and ENDS (2.79; 1.38–5.64) cessation.</p></div><div><h3>Conclusion</h3><p>Tobacco education in the pharmacy curriculum was associated with an increased likelihood of recognizing localized harms of ENDS and willingness to offer smoking cessation counseling but did not increase willingness to offer ENDS cessation counseling.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102158"},"PeriodicalIF":1.3,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141732035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A mixed-methods approach to repetitive formative assessment with timely feedback on instructional perception in doctor of pharmacy students","authors":"Kimberly A. Pesaturo Pharm.D. ,&nbsp;Diptiman D. Bose MS, M.Ed, PhD, RPh","doi":"10.1016/j.cptl.2024.102154","DOIUrl":"10.1016/j.cptl.2024.102154","url":null,"abstract":"<div><h3>Introduction</h3><p>Formative assessment assists learning, but how Doctor of Pharmacy (PharmD) students perceive repeated formative assessment is unclear.</p></div><div><h3>Methods and materials</h3><p>This study sought to determine perceptions of repeated formative assessment with timely feedback on student learning in third-year PharmD students. This mixed methods approach included four surveys and a qualitative interview. Five formative assessments were assigned to third-year PharmD students throughout a fall course, and then repeated in a spring course for the same cohort. Paired pre-and post-course surveys administered in both courses contained items corresponding to formative assessment perceptions. Survey items included domains of knowledge, engagement, feedback, and confidence, and effect size was determined using Cohen's <em>d</em>. Following the second course, students were invited to take part in a qualitative interview to further characterize perceptions.</p></div><div><h3>Results</h3><p>Overall, 19 and 18 students participated in paired fall and spring pre- and post-surveys, respectively. The standardized mean difference for 12 out of 24 total survey items (58.3%) indicated small to medium positive effect sizes following the intervention, two out of 24 (8.3%) with medium to strong positive effect sizes, and one out of 24 (4.17%) with a strong positive effect size. Eight students participated in a quantitative interview; response themes included “think,” “critiquing,” “helped,” and “helpful.”</p></div><div><h3>Conclusions</h3><p>In two PharmD courses, students expressed a generally small to moderate perceived benefit on repeat formative assessment in domains representing knowledge, engagement, feedback, and confidence.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102154"},"PeriodicalIF":1.3,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141728823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students empowering pharmacist provided contraception services: An APPE student perspective on service development","authors":"Lillian G. Boehmer,&nbsp;Megan E. MacLean,&nbsp;Molly M. Corder","doi":"10.1016/j.cptl.2024.102148","DOIUrl":"10.1016/j.cptl.2024.102148","url":null,"abstract":"<div><h3>Purpose</h3><p>This reflection aims to highlight the ambulatory care setting and its impact on pharmacy student experiential education through student involvement in developing a contraception pharmacy service. Although pharmacist-prescribed contraception has been permitted through collaborative practice agreements (CPA) for some time, the recent enactment of Indiana House Bill 1568 has sparked interest amongst students in promoting this service and enhancing accessibility.1.</p></div><div><h3>Description</h3><p>This manuscript invites readers into the dynamic experience of two Advanced Pharmacy Practice Experience (APPE) students engaged in developing and implementing a pharmacist-prescribed contraception service within an ambulatory care clinic. They address the creation, implementation, and feedback of students participating in developing this service throughout their four-week rotation.</p></div><div><h3>Analysis/interpretation</h3><p>Their experience contributes valuable insights into the evolving field of ambulatory care and its educational potential for student pharmacists.</p></div><div><h3>Conclusions and implications</h3><p>This reflection is a testament that such initiatives have valuable benefits not only for students but also for health systems, clinics, and the broader community. In the future, the authors hope to see more students collaborating with experienced preceptors to design ambulatory practice protocols and services across various fields of expertise.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102148"},"PeriodicalIF":1.3,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141637402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Qualitative analysis of preparation and planning habits of students with low-performance on high-stakes practice examinations (pre-NAPLEX®)","authors":"Rachel M. Belcher ,&nbsp;Benjamin Shultz ,&nbsp;Jeffrey Mucksavage ,&nbsp;Everton Herrera ,&nbsp;Scott Benken","doi":"10.1016/j.cptl.2024.102160","DOIUrl":"10.1016/j.cptl.2024.102160","url":null,"abstract":"<div><h3>Objective</h3><p>The purpose of this analysis was to identify, analyze, and report patterns (or themes) of planning and preparation considerations of students that scored less than the historic average score on the Pre-NAPLEX® exam.</p></div><div><h3>Methods</h3><p>This qualitative study was a retrospective, inductive thematic analysis of de-identified semi-structured interview field notes collected from student interviews for those students that scored less than the historic average score on the Pre-NAPLEX® exam.</p></div><div><h3>Results</h3><p>Ninety-one students were initially contacted based on their score on the Pre-NAPLEX® exam to participate in one-on-one virtual discussions (i.e., interviews) with faculty members. Fifty-two responded and participated with their responses analyzed and included in thematic categorization. Four major themes were identified during the analysis. These include 1) Organization and Messaging of NAPLEX® Preparation Efforts, 2) Time Management during Competing Obligations, 3) Test Taking Experience, and 4) Curricular Disconnect.</p></div><div><h3>Conclusion</h3><p>Student performance on the NAPLEX licensing exam is of great concern to many colleges of pharmacy. As a result, many institutions are looking at root-causes for poor performance and working to implement structural changes at their institution to address these concerns. This investigation identified four major themes surrounding the preparation and planning for the Pre-NAPLEX® for students that scored less than the historic average score on the Pre-NAPLEX®. These include 1) Organization and Messaging of NAPLEX® Preparation Efforts, 2) Time Management during Competing Obligations, 3) Test Taking Experience, and 4) Curricular Disconnect. Each of these themes provides potentially actionable items to improve how students prepare and plan for the Pre-NAPLEX®, which may be translatable to informing actions to improve results on the actual NAPLEX exam itself.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102160"},"PeriodicalIF":1.3,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141727952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pharmacy student use of ChatGPT: A survey of students at a U.S. School of Pharmacy","authors":"Heather D. Anderson ,&nbsp;Sue Kwon ,&nbsp;Lauren A. Linnebur ,&nbsp;Connie A. Valdez ,&nbsp;Sunny A. Linnebur","doi":"10.1016/j.cptl.2024.102156","DOIUrl":"10.1016/j.cptl.2024.102156","url":null,"abstract":"<div><h3>Objective</h3><p>To learn how students in an accredited PharmD program in the United States are using ChatGPT for personal, academic, and clinical reasons, and whether students think ChatGPT training should be incorporated into their program's curriculum.</p></div><div><h3>Methods</h3><p>In August 2023, an 18-item survey was developed, pilot tested, and sent to all students who were enrolled during the Spring 2023 semester in the entry-level PharmD program at the University of Colorado. <em>E</em>-mail addresses were separated from survey responses to maintain anonymity. Responses were described using descriptive statistics.</p></div><div><h3>Results</h3><p>206 pharmacy students responded to the survey for a 49% response rate. Nearly one-half (48.5%) indicated they had used ChatGPT for personal reasons; 30.2% had used it for academic reasons; and 7.5% had used it for clinical reasons. The most common personal use for ChatGPT was answering questions and looking-up information (67.0%). The top academic reason for using ChatGPT was summarizing information or a body of text (42.6%), while the top clinical reason was simplifying a complex topic (53.3%). Most respondents (61.8%) indicated they would be interested in learning about how ChatGPT could help them in pharmacy school, and 28.1% thought ChatGPT training should be incorporated into their pharmacy curriculum.</p></div><div><h3>Conclusion</h3><p>At the time of the survey, ChatGPT was being used by approximately one-half of our pharmacy student respondents for personal, academic, or clinical reasons. Overall, many students indicated they want to learn how to use ChatGPT to help them with their education and think ChatGPT training should be integrated into their curriculum.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 11","pages":"Article 102156"},"PeriodicalIF":1.3,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1877129724001886/pdfft?md5=a19128a747d1f5ba3dafacc8efcb4890&pid=1-s2.0-S1877129724001886-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141727953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of knowledge, attitude, and practice on substandard and counterfeit pharmaceutical products among pharmacy professionals in Gondar City, North-West Ethiopia","authors":"Minichil Chanie Worku ,&nbsp;Melese Legesse Mitku ,&nbsp;Wondm Ayenew ,&nbsp;Liknew Workie Limenh ,&nbsp;Asrat Elias Ergena ,&nbsp;Derso Teju Geremew ,&nbsp;Gizachew Kassahun Bizuneh ,&nbsp;Bereket Bahiru Tefera ,&nbsp;Biset Asrade Mekonnen ,&nbsp;Yeniewa Kerie Anagaw","doi":"10.1016/j.cptl.2024.102140","DOIUrl":"10.1016/j.cptl.2024.102140","url":null,"abstract":"<div><h3>Introduction</h3><p>The circulation of substandard and counterfeit pharmaceutical products on the national and international markets has increased. Different studies revealed that there is limited information about pharmacy professionals' awareness of substandard and counterfeit pharmaceutical products. Therefore; the aim of the present study was to assess the pharmacy professionals' knowledge, attitude, and practice of substandard and counterfeit pharmaceutical products.</p></div><div><h3>Methods</h3><p>A cross-sectional study was conducted to assess the knowledge, attitude, and practice of pharmacy professionals about substandard and counterfeited pharmaceutical products in Gondar City, North-West Ethiopia. Data were collected through a self-administered, structured questionnaire using the Kobo tool. SPSS version 27 was used for the analysis. To assess the association of factors with pharmacy professionals' practice towards substandard and counterfeit medicines, we conducted univariate and multivariate logistic regression analysis.</p></div><div><h3>Results</h3><p>A total of 170 respondents participated in the study. The highest numbers of participants (71.8%) were in the age group of 18–30 years. Only 10.6% of them reported purchasing medicines regularly. Of total, 31 (18.24%) of respondents had a good knowledge and more than one-third 60 (35.29%) of the respondents had a good level of practice. Multivariate logistic regression analysis results revealed that some socio-demography and attitude (AOR = 0.473 (0.225–0.995) were associated with the practice of pharmacy professionals towards substandard and counterfeit medicines.</p></div><div><h3>Conclusion</h3><p>In general, less than one-quarters of the respondents had a good knowledge and more than one-thirds of the respondents had a good level of practice. However, half of the respondents had a positive attitude.</p></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"16 10","pages":"Article 102140"},"PeriodicalIF":1.3,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141604345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}