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Introduction The University of the Western Cape (UWC) is integrating clinical, hospital‐based experiential learning into the final year of its pharmacy education. As clinical pharmacy continues to expand in South Africa, students' perceptions of the evolving field are not yet described in the literature. Objectives The purpose of this study was to describe UWC's pharmacy students' perceptions of clinical pharmacy practice as it continues to develop in South Africa. Methods This study was a cross‐sectional, observational study of second, third, and fourth year pharmacy students at UWC. The 18‐item questionnaire was distributed via an online survey tool to participants during the second semester of the 2018 academic year. Results One‐hundred forty nine (52%) students completed the survey. Ninety‐four percent of students had previous experience in a pharmacy setting but only 28.2% had experience observing a clinical pharmacist. UWC students felt that practicing clinical pharmacy is valuable (median 5 ± 0) and did not think it takes too much time and effort (median 2 ± 1), but also believed that there are barriers to its practice (median 4 ± 1). Overall, they did not think they had adequate training in clinical pharmacy (median 3 ± 2) and agreed that further training is required in order to practice clinical pharmacy (median 5 ± 1). Conclusion Pharmacy students at UWC had an overall positive outlook on the practice of clinical pharmacy. Students at UWC School of Pharmacy are exposed to an innovative clinical experiential program that may have influenced their perceptions of clinical pharmacy, but still feel further clinical training beyond their curricula is required to adequately practice clinical pharmacy. Future research should focus on other pharmacy students' and pharmacists' perceived barriers to practicing clinical pharmacy as the field continues to evolve in South Africa.
Introduction The University of the Western Cape (UWC) is integrating clinical, hospital‐based experiential learning into the final year of its pharmacy education. As clinical pharmacy continues to expand in South Africa, students' perceptions of the evolving field are not yet described in the literature. Objectives The purpose of this study was to describe UWC's pharmacy students' perceptions of clinical pharmacy practice as it continues to develop in South Africa. Methods This study was a cross‐sectional, observational study of second, third, and fourth year pharmacy students at UWC. The 18‐item questionnaire was distributed via an online survey tool to participants during the second semester of the 2018 academic year. Results One‐hundred forty nine (52%) students completed the survey. Ninety‐four percent of students had previous experience in a pharmacy setting but only 28.2% had experience observing a clinical pharmacist. UWC students felt that practicing clinical pharmacy is valuable (median 5 ± 0) and did not think it takes too much time and effort (median 2 ± 1), but also believed that there are barriers to its practice (median 4 ± 1). Overall, they did not think they had adequate training in clinical pharmacy (median 3 ± 2) and agreed that further training is required in order to practice clinical pharmacy (median 5 ± 1). Conclusion Pharmacy students at UWC had an overall positive outlook on the practice of clinical pharmacy. Students at UWC School of Pharmacy are exposed to an innovative clinical experiential program that may have influenced their perceptions of clinical pharmacy, but still feel further clinical training beyond their curricula is required to adequately practice clinical pharmacy. Future research should focus on other pharmacy students' and pharmacists' perceived barriers to practicing clinical pharmacy as the field continues to evolve in South Africa.
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.
Resumo: Introdução: A atuação ativa do profissional médico em conjunto com o farmacêutico pode auxiliar na garantia de uma efetiva, segura e conveniente farmacoterapia. Para que esses profissionais atuem de maneira colaborativa, é necessário que, durante o processo formativo, os estudantes de Farmácia e Medicina desenvolvam competências clínicas para assegurar um serviço clínico de qualidade, com respeito pela atuação e adequada convivência com outros profissionais. Objetivo: Este estudo teve como objetivos descrever a autoavaliação dos discentes de Medicina e Farmácia em relação às suas competências clínicas, compreendendo suas diferenças e similaridades, e avaliar o desenvolvimento destas durante a graduação. Método: Trata-se de um estudo educacional realizado de maneira remota entre agosto de 2020 e agosto de 2021. Os participantes eram discentes de Farmácia e Medicina de uma instituição pública de ensino. Realizaram-se entrevistas individuais, e aplicaram-se instrumentos de autoavaliação de competências clínicas. Resultado: Participaram da pesquisa 39 discentes: 18 (46,2%) de Farmácia e 21 (53,8%) de Medicina. Os estudantes de Farmácia avaliaram-se positivamente quanto às atividades relacionadas às competências clínicas, salvo a implementação de um plano de cuidado e a identificação de pacientes em risco de doenças prevalentes. Quanto ao currículo, o curso avaliado possui três disciplinas que abordam o desenvolvimento de competências clínicas. Dessas, os discentes relataram ter desenvolvido conhecimento científico, atualização do conhecimento científico e comunicação efetiva. Os estudantes de Medicina avaliaram-se positivamente em relação às suas competências clínicas, com exceção daquelas relacionadas ao diagnostico diferencial, à discussão com equipe de saúde e à identificação de falhas no sistema de saúde. O currículo do curso apresenta 11 disciplinas voltadas para o cuidado, e os alunos associaram disciplinas de cunhos sociais ao cuidado centrado na pessoa. As competências desenvolvidas destacadas foram empatia, compaixão, integridade e respeito, comunicação efetiva e anamnese, e obtenção de informações socioculturais. Ademais, os estudantes de ambos os cursos relataram contato escasso com outros profissionais de saúde. Conclusão: Os discentes avaliados apresentam diversas inseguranças, principalmente relacionadas às habilidades clínicas que exigem prática. Apesar disso, os estudantes de Medicina demonstraram maior apreensão de soft skills, o que pode facilitar a criação de vínculos com os pacientes e resultar na qualidade do cuidado.
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