A Quantitative Analysis of the Quality of Pharmacy Education in Brazil

Lopes, N; Gondim, Ana Paula Soares; Soares, Ana Cristina Silva; Santos, Djanilson Barbosa dos; Neto, Manoel Ribeiro de Sales; Pinto, Diego Muniz

doi:10.5688/ajpe6543

Cited by 8 publications

(8 citation statements)

References 16 publications

(22 reference statements)

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“…Still on the subject of pharmacy undergraduate institutions, indicators related to student performance, faculty, and conditions offered for the development of the learning process showed that the quality of public institutions in Brazil is better than that of private institutions [ 41 ]. In contrast, countries like the United States, England, and Australia have accredited institutions that harmonize pharmacy education, providing higher quality and uniformity in higher education [ 42 – 44 ].…”

Section: Discussionmentioning

confidence: 99%

Perception of community pharmacists about the work process of drug dispensing: a cross-sectional survey study

Santos

Rocha

Araújo

et al. 2022

BMC Health Serv Res

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Background Drug dispensing aims to promote rational medicine use. However, in many countries, the work processes are still not well defined. In this sense, the perception of pharmacists about dispensing practices presents an overview of how the service is being performed in the country and its main challenges. Thus, the purpose of this study was to determine the self-reported work process of Brazilian community pharmacists in relation to drug dispensing, challenges, and strategies for carrying out the service. Method A cross-sectional survey was conducted between May and July 2021, with community pharmacists from all regions of Brazil. Pharmacists were invited to answer a validated, self-administered questionnaire, implemented through Google Forms, containing 33 questions related to the steps of drug dispensing (questions and counseling) and the main challenges and strategies to perform the service. The data were exported to Microsoft Office Excel and SPSS®. Multiple linear regression analysis was used to assess the association between responses and demographic information, with a significance level of less than 5% (p < 0.05). This study was approved by the Research Ethics Committee (number: 4.295.171). Results A total of 625 community pharmacists responded to the survey. Most pharmacists reported always or frequently performing 17 (54%) of the 31 steps described in the instrument. The steps that pharmacists reported performing more frequently were forming the medication name (n = 569, 91.04%), verifying the completeness and adequacy of the prescription according to current legislation (n = 567, 90.72%) and providing counseling on dosage (n = 549, 87.84%). Documentation was the main step in which pharmacists reported never or rarely performing (n = 424, 67.84%). The results showed that there was a significant influence of the variables of public education institution, age, and postgraduate education on the frequency of dispensing steps (F(3, 621) = 14.884, p < 0.001; R2ajdusted = 0,063). Conclusion This study showed that most pharmacists reported always or frequently asking most of the questions and performing counseling contained in the instrument during drug dispensing. These results can contribute to an understanding of current dispensing practices and generate insights for developing strategies to qualify the service.

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Section: Discussionmentioning

confidence: 99%

Perception of community pharmacists about the work process of drug dispensing: a cross-sectional survey study

Santos

Rocha

Araújo

et al. 2022

BMC Health Serv Res

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“…Diversos fatores podem estar contribuindo com essa problemática: o crescimento exponencial dos cursos de Farmácia no Brasil, que tem gerado competição pelos locais de estágio [28,29]; a abordagem tradicional, ainda prevalente nos cursos de Farmácia, a qual separa a teoria da prática, transferindo aos preceptores o papel de ensinar os estudantes a aplicar o conhecimento na prática profissional, o que gera sobrecarga a esse profissional [4]; e a carga horária baixa para os estágios em farmácias comunitárias, em relação aos 20% das 4000 horas mínimos exigidos nas DCN, que dificulta aos estudantes assumirem responsabilidades crescentes ao longo do curso nos locais de prática e ao final se tornarem independentes de forma a contribuir com o serviço de modo mais enfático e sistemático.…”

Section: Discussionunclassified

Estágios em farmácia comunitária nos cursos de graduação em Farmácia no Brasil

et al. 2021

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Os cursos de Farmácia no Brasil estão em um processo de mudança curricular. A aprendizagem experiencial tem um papel essencial na construção do conhecimento, entretanto há uma escassez de estudos sobre o tema. Este estudo descreve os aspectos organizacionais e pedagógicos dos estágios em farmácia comunitária dos cursos de Farmácia do Brasil. Trata-se de um estudo observacional descritivo transversal sobre os estágios em farmácia comunitária, ofertados por cursos presenciais, com início anterior a 2015 (n=288). Os dados foram coletados de documentos e questionários autoaplicáveis enviados para coordenadores e/ou docentes responsáveis pelos estágios em farmácia comunitária. Os cursos de graduação em Farmácia que responderam (n=98) possuíam uma mediana de 2 [1;3] estágios em farmácia comunitária, com carga horária total de 263,5 [146,5; 405] horas, realizados em maior proporção em farmácias comunitárias privadas (76,5%; n=75), seguido pelas farmácias comunitárias vinculadas ao Sistema Único de Saúde (53,1%; n=52) e farmácias universitárias (46,9%; n=45). Quanto aos aspectos pedagógicos, os docentes visitaram os locais de estágio com mediana de 5 [2;18,5] vezes/semestre e apenas 39% (n=25) dos cursos possuíam tanto disciplinas das “ciências sociais / comportamentais / administrativas de farmácia”, quanto das “ciências clínicas” como pré-requisito para o estágio em farmácia comunitária. O processo de ensino-aprendizagem mais utilizado foi “estudante observa o supervisor e depois executa com 100% de supervisão” e a ferramenta de avaliação mais empregada foram os relatórios orais/escritos (80,6%;n=79). O estudo revela importantes lacunas na organização dos estágios em farmácia comunitária, o que pode comprometer a formação para atuar nessa área profissional.

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“…35 Additionally, as the data in this study point out, the increase in pharmacy programs in Brazil is strongly influenced by the model practiced by private educational groups, which use the same curriculum for all programs, regardless of regional specificities, which can be detrimental since private HEIs are rated worse than public HEIs in terms of quality. 36 Kheir et al emphasize that, although the expansion of pharmacy programs in forprofit institutions may be favorable, this increase must be controlled in an attempt to ensure the quality of education.…”

Section: -28mentioning

confidence: 99%

Experiential education in the pharmacy undergraduate curricula in Brazil

Foppa

Martins

Nascimento

et al. 2020

Pharm Pract (Granada)

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Objective: Considering the curriculum reform process taking place in pharmacy undergraduate programs in Brazil and the importance of practical experience to students throughout their learning process in university, this study aims to provide an overview of pharmacy undergraduate programs in Brazil and their respective internships. Methods: An observational, descriptive, cross-sectional study. A documentary analysis of pharmacy undergraduate programs in the face-to-face modality was carried out, with data obtained from the Political Pedagogical Projects of the programs, the curricula, and course descriptions containing information on internships, all provided by the Brazilian Ministry of Education. The data collected concerned higher education institutions (HEIs), pharmacy programs and internships. Results: Pharmacy undergraduate programs in Brazil have a median duration of 10 semesters, requiring from students a median of 6 internships, from the 6 th semester on, totalizing 826 hours. The programs lack uniformity among their internships, mainly regarding total hours and the semester in which internships start. The pharmacy internships cover, in greater number, the areas of outpatient and community pharmacy, clinical analysis, and pharmaceutical technology, respectively, being clinical analysis the area with more hours. Public and private HEIs have different internship proceedings in their curricula, hence no homogeneity among them in the different regions of Brazil. Conclusions: This study demonstrates the diversity of pharmacy programs in Brazil in the context of internships, reflecting on the training and the activity of pharmacists in recent decades. Further studies are needed to deepen the understanding of this theme.

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A Quantitative Analysis of the Quality of Pharmacy Education in Brazil

Cited by 8 publications

References 16 publications

Perception of community pharmacists about the work process of drug dispensing: a cross-sectional survey study

Perception of community pharmacists about the work process of drug dispensing: a cross-sectional survey study

Estágios em farmácia comunitária nos cursos de graduação em Farmácia no Brasil

Experiential education in the pharmacy undergraduate curricula in Brazil

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