Assessing pharmacy student confidence to answer patient questions regarding herbal medicines and natural product drugs

McKennon, Skye A.; Schauerhamer, Marisa B.; Fudin, Hannah R.; Babin, Jennifer L.; Shane‐McWhorter, Laura

doi:10.1016/j.cptl.2018.02.005

Cited by 6 publications

(9 citation statements)

References 6 publications

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“… 101 Herbal medicine education for conventional medicine clinicians and pharmacists are found to be effective in promoting their confidence in communicating with patients about the use of herbal medicines and supplements. 102 , 103 Effective curriculum can be adapted and promoted in Universities across Western Pacific Region.…”

Section: Discussionmentioning

confidence: 99%

Traditional and complementary medicine for promoting healthy ageing in WHO Western Pacific Region: Policy implications from utilization patterns and current evidence

Chung

Wong

Zhong

et al. 2021

Integrative Medicine Research

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Background With increasing burden of chronic non-communicable diseases (NCD), ageing becomes a global public health concern, and the World Health Organization Western Pacific Region has no exception. To address the NCD challenge, priority should be given to promote healthy ageing across the life-course. As traditional and complementary medicine (T&CM) is popular within the Region, it is of policy interest to explore possibilities of applying T&CM for promoting healthy ageing. Methods We first summarized sources of clinical evidence supporting the use of T&CM. We then searched publications through MEDLINE from its inception to April 2020 to identify studies focusing on the perception of T&CM among older people. Finally, taking current evidence base and patient choice into account, we generated policy recommendations for of integrating T&CM into health systems. Result Experiences from countries with different income levels suggested that promoting evidence-based T&CM as self-care modalities would be the most efficient way of maximizing impact among the older population, especially via a train the trainer approach. Meanwhile, popularity of natural products in the Region mandates policy makers to implement appropriate regulation and quality assurance, and to establish pharmacovigilance to detect potential harm. The role of pharmacists in advising patients on self-medication using natural products needs to be strengthened. Conclusion Policy-makers will benefit from continued global dialogue and sharing of experience in T&CM policy development and implementation. Harmonizing regulatory frameworks for natural products at regional and global levels, including mutual recognition of regulatory approval, to improve standards and protect patients could be a priority.

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Section: Discussionmentioning

confidence: 99%

Traditional and complementary medicine for promoting healthy ageing in WHO Western Pacific Region: Policy implications from utilization patterns and current evidence

Chung

Wong

Zhong

et al. 2021

Integrative Medicine Research

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show abstract

“…Although the study investigators felt that the tool published by Saha and colleagues was appropriate for P1 students, more comprehensive surveys may ascertain additional information about students’ attitudes and behaviors toward CAM. 18,22 Results from this project may be limited to the narrow scope and short duration of this 2-week block course which focused primarily on nonprescription medications. Cultural competency concepts were concurrently covered in a longitudinal course in the same semester of the P1 year.…”

Section: Discussionmentioning

confidence: 99%

“…There are several validated surveys that aim to determine students' attitudes toward and knowledge of CAM. 12,13,[15][16][17][18][19][20][21][22] The study team reviewed the various surveys and selected the tool published by Saha and colleagues. 15 This survey was selected because it was concise and more suitable for pharmacy students in the first professional (P1) year of a Doctor of Pharmacy degree curriculum.…”

Section: Description Of Activity Survey Selectionmentioning

confidence: 99%

Integration of Latin American Complementary and Alternative Medicine Topics Into a Doctor of Pharmacy Curriculum and Survey of Student Attitudes and Behaviors

Boylan

Murzello

Parmar

et al. 2020

Journal of Medical Education and Curricular Development

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One in 3 adults report using complementary and alternative medicine (CAM) and as many as 7 in 10 Hispanic patients report CAM use. Pharmacists often encounter patients who use CAM products and therefore college of pharmacy curricular standards require both CAM and cultural competence training; however, there is little guidance for colleges on how to best deliver this material. In Fall 2017, Larkin University College of Pharmacy implemented a curricular change wherein first professional (P1) year pharmacy students selected, researched, and presented on a CAM product from Latin America. Pre-post surveys were administered to the students to measure their attitudes and behaviors toward CAM before and after completing their project. Survey results showed that student attitudes and behaviors toward CAM were largely unchanged; however, post-survey results showed that students agreed that they knew where to search for Latin American CAM information ( P < 0.05). Integration of Latin American CAM topics was successfully implemented in the P1 year of a Doctor of Pharmacy degree curriculum to foster cultural competence.

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“…Theme 2) Showing how to be culturally competent Cultural sensitivity was another commonly used term; several studies referred to culture sensitivity as a standard in Centre for the Advancement of Pharmaceutical Education (CAPE) and Accreditation Council for Pharmacy Education (ACPE) (26, 27,32,[42][43][44][45][46]. In some instances, cultural sensitivity was not de ned or compared with the concept of cultural competence.…”

Section: Theme 1) Knowing How To Be Culturally Competentmentioning

confidence: 99%

A systematic review using thematic analysis exploring cultural competence in pharmacy education: What is done? How is it done? What does it mean?

Jarrar

Lim

Richardson

et al. 2023

Preprint

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Background: There is an increased need for a healthcare workforce that is culturally competent, to improve health outcomes and reduce health disparities for patients from diverse cultural backgrounds. This is important in the context of pharmaceutical care for patients, as the inability to recognise a patient’s health beliefs, which could be influenced by their cultural background, can lead to reduced medication adherence and poor treatment outcomes. This systematic review aims to explore cultural competence teaching and training in pre-qualification pharmacy education. Methods: Medline, Scopus, PsychInfo, Web of Knowledge, CINAHL, and Embase databases were systematically searched for studies that explored cultural competence in pharmacy education and were published in English from January 2012 to December 2021. Methodological quality of studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Data from included studies were thematically analysed. Results: Overall, 47 papers (46 studies) were included in the review. Of these, 40 papers focused on interventions for teaching cultural competence to pharmacy students only, the remaining studies included students from pharmacy and other health discipline programmes. Half of the studies focused on cultural competence in general (n = 20, 50%), while the remaining studies focused on competence on specific aspects e.g., cultures, religions and disabilities. Most studies (n = 24, 60%) report implementation of interventions that took place over a week. Twenty-one studies reported that cultural competence interventions were compulsory. There were variations in how cultural competence is conceptualised in studies; some studies focused on the need to increase knowledge about different cultures or ‘knowing how’; other studies focused on behavioural aspects that would help students while they work with patients from diverse backgrounds, or ‘showing how’; some studies described cultural competence as a continuum that includes both ‘doing’ knowledge and behavioural aspects. Conclusion: There is variation in how cultural competence is taught in pharmacy education programmes, which could be a consequence of differences in how authors conceptualised cultural competence. Further research is needed to develop a unified understanding of the meaning of cultural competence and how it should be taught to pharmacy students.

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Assessing pharmacy student confidence to answer patient questions regarding herbal medicines and natural product drugs

Cited by 6 publications

References 6 publications

Traditional and complementary medicine for promoting healthy ageing in WHO Western Pacific Region: Policy implications from utilization patterns and current evidence

Traditional and complementary medicine for promoting healthy ageing in WHO Western Pacific Region: Policy implications from utilization patterns and current evidence

Integration of Latin American Complementary and Alternative Medicine Topics Into a Doctor of Pharmacy Curriculum and Survey of Student Attitudes and Behaviors

A systematic review using thematic analysis exploring cultural competence in pharmacy education: What is done? How is it done? What does it mean?

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