How Pharmacy Education Contributes to Patient and Pharmaceutical Care

Awaisu, Ahmed; Mottram, David R.

doi:10.1016/b978-0-12-811909-9.00006-x

Cited by 4 publications

(2 citation statements)

References 66 publications

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“…The use of AI in pharmacy practice is still in its early stages, and various institutions may actually apply AI technology differently [23]. While some pharmacy schools or healthcare organizations may have limited exposure or access to AI-driven practices, others may actively incorporate AI into their practice settings [24,25].…”

Section: Introductionmentioning

confidence: 99%

Knowledge, attitude and practice among pharmacy students and faculty members towards artificial intelligence in pharmacy practice: A multinational cross-sectional study

Hasan,

Jaber,

Al Tabbah

et al. 2024

PLoS ONE

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Background Modern patient care depends on the continuous improvement of community and clinical pharmacy services, and artificial intelligence (AI) has the potential to play a key role in this evolution. Although AI has been increasingly implemented in various fields of pharmacy, little is known about the knowledge, attitudes, and practices (KAP) of pharmacy students and faculty members towards this technology. Objectives The primary objective of this study was to investigate the KAP of pharmacy students and faculty members regarding AI in six countries in the Middle East as well as to identify the predictive factors behind the understanding of the principles and practical applications of AI in healthcare processes. Material and methods This study was a descriptive cross-sectional survey. A total of 875 pharmacy students and faculty members in the faculty of pharmacy in Jordan, Palestine, Lebanon, Egypt, Saudi Arabia, and Libya participated in the study. Data was collected through an online electronic questionnaire. The data collected included information about socio-demographics, understanding of AI basic principles, participants’ attitudes toward AI, the participants’ AI practices. Results Most participants (92.6%) reported having heard of AI technology in their practice, but only a small proportion (39.5%) had a good understanding of its concepts. The overall level of knowledge about AI among the study participants was moderate, with the mean knowledge score being 42.3 ± 21.8 out of 100 and students having a significantly higher knowledge score than faculty members. The attitude towards AI among pharmacy students and faculty members was positive, but there were still concerns about the impact of AI on job security and patient safety. Pharmacy students and faculty members had limited experience using AI tools in their practice. The majority of respondents (96.2%) believed that AI could improve patient care and pharmacy services. However, only a minority (18.6%) reported having received education or training on AI technology. High income, a strong educational level and background, and previous experience with technologies were predictors of KAP toward using AI in pharmacy practice. Finally, there was a positive correlation between knowledge about AI and attitudes towards AI as well as a significant positive correlation between AI knowledge and overall KAP scores. Conclusion The findings suggest that while there is a growing awareness of AI technology among pharmacy professionals in the Middle East and North Africa (MENA) region, there are still significant gaps in understanding and adopting AI in pharmacy Practice.

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Section: Introductionmentioning

confidence: 99%

Knowledge, attitude and practice among pharmacy students and faculty members towards artificial intelligence in pharmacy practice: A multinational cross-sectional study

Hasan,

Jaber,

Al Tabbah

et al. 2024

PLoS ONE

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“…The use of digital serious games can allow the development of patient care-related knowledge, skills, and/or attitudes of health-care students (Barr, 2018; Gentry et al, 2019; Martí-Parreño et al, 2018; Sipiyaruk et al, 2018; Tandogan & Orhan, 2007). In the field of pharmacy, the use of digital serious games has increased because of the professional paradigmatic transition, with an emphasis on patient care that requires changes in the curricula and teaching strategies to pharmacy students and pharmacists (Anderson, 2002; Anderson et al, 2008a; Anderson et al, 2008b; Anderson et al, 2006; Audus et al, 2010; Awaisu & Mottram, 2018; Fathelrahman et al, 2016; International Pharmacy Federation, 2012; Lam et al, 2019; Mesquita et al, 2015; Toklu & Hussain, 2013; van Mil et al, 2005). Some systematic reviews are available on the use of digital serious games (played with an electronic device, e. g., computer or a mobile device) and non-digital serious games (so-called analog games or traditional games, e.g., card, board, or puzzle games) by students and professionals from different areas of Health Sciences, but no review has focused on patient care in pharmacy education (Bigdeli & Kaufman, 2009; Blakely et al, 2009; Capdarest-Arest et al, 2019; Gentry et al, 2019; Martins et al, 2015; Rienzo & Cubillos, 2020; Sardi et al, 2017; Tomé Filho et al, 2019; Wang et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Silva

Pereira

Araújo

et al. 2021

Simulation & Gaming

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Background. In recent years, the use of digital serious games in the education of healthcare students and professionals has been frequent. However, there are no high-level evidence studies focused on the effect of this tool in the development of patient care-related competencies in pharmacy education. Aim. To assess the effect of digital serious games on learning about patient care in pharmacy education. Methods. The Cochrane Library, ERIC, Embase, IPA, LILACS, PubMed, Scopus, and Web of Science databases were reviewed to identify relevant studies published up to October 2, 2018. Standardized and non-standardized terms including “games,” “serious games,” “pharmacy education,” “pharmacists,” and “pharmacy students” were used as search terms. The quality of the studies was assessed using validated tools. Results and Discussion. Of the 1,521 studies reviewed, seven met the eligibility criteria. Three studies were performed in the United States (42.85%). The most-frequent design studies were randomized controlled studies (n = 3; 42.85%). The number of participants ranged between 6 and 354. In most cases, game scenarios were based on simulations in which users performed the role of the pharmacist (n = 5; 71.42%). The predominant primary outcome was attitudes (n = 5; 71.42%) related to patient care. Only one study (14.27%) demonstrated significant improvements in the assessed primary outcomes. The methodology of the included studies lacked robustness. Conclusion. The effect of learning technological tools on patient care-related competencies was not significant in most of the included studies. Future studies must provide high-quality, integrated-manner evidence on the effect of digital serious games in pharmacy education (knowledge, skills, and attitudes) to facilitate the transfer of learning to real-life scenarios and changes in organizational practices.

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Community pharmacist's perspective regarding patient-centred communication in conjunction with pharmaceutical practice: A cross-sectional survey

Rusu¹,

Chereches²,

Popa³

et al. 2022

Saudi Pharmaceutical Journal

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How Pharmacy Education Contributes to Patient and Pharmaceutical Care

Cited by 4 publications

References 66 publications

Knowledge, attitude and practice among pharmacy students and faculty members towards artificial intelligence in pharmacy practice: A multinational cross-sectional study

Knowledge, attitude and practice among pharmacy students and faculty members towards artificial intelligence in pharmacy practice: A multinational cross-sectional study

Effect of Digital Serious Games Related to Patient Care in Pharmacy Education: A Systematic Review

Community pharmacist's perspective regarding patient-centred communication in conjunction with pharmaceutical practice: A cross-sectional survey

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