Patient-Oriented pharmacy education

Abstract

The pharmacy profession has evolved from a traditional role to patient-oriented practices in the last 60 years, and the concepts of clinical pharmacy and pharmaceutical care have begun to be mentioned more frequently. In parallel with these developments, pharmacy faculties have started to change their existing curricula in line with the philosophy of pharmaceutical care. For this purpose, more importance has begun to be given to experiential programs. One of the most important requirements for clinical pharmacy and pharmaceutical care education is clinical rounds. The benefits of training performed in a clinic in the field of pharmacy are quite high. It is relatively more difficult to evaluate students in real environments, such as clinics, and more emphasis should be placed on evaluating student performance in practice environments. According to the American Council on Pharmacy Education (ACPE), clinical assessment should be able to measure cognitive learning, mastery of basic practice skills, and the ability to use data when solving real problems. It is essential to switch to structured skill-based training in pharmacy departments and adopt a problem- and task-based education approach. The pharmacy profession, which has made valuable contributions to public health from the past to the present, will continue to be an indispensable part of the healthcare system in the future, with updates to be made in education models in line with the needs of the new era.

Keywords

• Pharmacy education
• Patient-oriented
• Clinical pharmacy
• Competency
• Skills

References

1. Abdi, A.M., Yalman, K., & Demirdamar, R. (2022). Pharmacy education in Türkiye in Light of international federation of pharmacist deveLopment goaLs: TodaY's actions for tomorrow's practice. Demirdamar R., ed. Education of Pharmacy. 1st ed. TürkiYe KLinikLeri; pp. 15-29. google scholar
2. Accreditation CounciL for Pharmacy Education. (2015). Accreditation standards and key elements for the pharmacy profession program leading to the doctor of pharmacy degree - Standards 2016. https://www.acpe-accredit.org/pdf/ Standards2016FINAL.pdf google scholar
3. American College of CLinicaL Pharmacy (2008). The definition of cLinicaL pharmacy. Pharmacotherapy, 28(6), 816-817. google scholar
4. American Pharmacists Association; National Association of Chain Drug Stores Foun-dation. (2008). Medication therapy management in pharmacy practice: Core elements of an MTM service model, Version 2. Journal of the American Phar-macists Association, 48(3), 341-353. google scholar
5. American Society of Health System Pharmacist (ASHP) (2019). https:// www.ashp.org/news/2019/03/04/ashp-commission-to-Look-at-impact-of-artificiaL-intelligence-on-heaLthcare-pharmacy. google scholar
6. Association of American Colleges of Pharmacy AnnuaL Report (2009): A global overview of pharmacy education. American Journay of Pharmaceutical Educa-tional. Seventy three Appendix: S3. google scholar
7. Carter, B.L. (2016). Evolution of cLinical pharmacy in the USA and future directions for patient care. Drugs Ageing, 33(3),169-177. https://doi.org/10.1007/s40266-016-0349-2 google scholar
8. Cheema, E., & ALi, M. (2021). It matters how we do it: A review of the best practices of the Structured CLinicaL Exam Observed in pharmacy education. Pharmacy Education, 21(1), 283-291. https://doi.org/10.46542/pe.2021.211.283291 google scholar

9. CLeLand, J. A., Abe, K., & Rethans, J. J. (2009). The use of simuLated patients in medicaL education: AMEE Guide No. 42. Medical Teacher, 31(6), 477-486. https://doi.org/ 10.1080/01421590903002821 google scholar
10. Croft, H., GiLLigan, C., Rasiah, R., Levett-Jones, T., & Schneider, J. (2019). Current trends and opportunities for competencY assessment in pharmacY education: A Literature review. Pharmacy (Basel), 7(2), 67. https://doi.org/10.3390/pharmacY 7020067 google scholar
11. ECZAKDER. (2021), Turkish National Pharmacy Education Programme Accreditation Standards Version 5.0, AvaiLabLe at http://www.eczakder.org.tr. google scholar
12. ELrod, S. & BuLLock, K. (2018). Assessing the quaLity of Objective Structured CLinical Examination (OSCE) reports in pharmacy education: A review of the Literature [version 1]. MedEdPublish, 7, 257. https://doi.org/10.15694/mep.2018.0000257.1 google scholar
13. Epstein, R. M. (2007). Assessment in medical education. The New England Journal of Medicine, 356(4), 387-396. http://dx.doi.org/10.1056/NEJMra054784 google scholar
14. Erickson, A. K. (2015). PharmacY: Harnessing the power of big data. PharmacyToday. American Pharmacists Association. http://www.pharmacist.com/pharmacY. Accessed March 20, 2015 google scholar
15. Eslami, K., Khezrian, M., Rezaei, M., & Kouti, L. (2014). Offering a clinical pharmacy internship in hospital for a pharmacy student: A successful collaboration between medical and pharmacy schools. Journal of Pharmaceutical Care, 2(1), 32-36. google scholar
16. Husson M.C. (2005) (Ed). ESCP News. The Bi-monthly nemsletter of the European Society of Clinical Pharmacy, 124: 6. google scholar
17. Fejzic, J., & Barker, M. (2015). Implementation of simulated learning modules to improve students' pharmacy practice skills and professionalism. Pharmacy Application, 13(3), 583. https://doi.org/10.18549/PharmPract.2015.03.583 google scholar
18. Fulford, M., Souza, J., & Alston, G. (2014). Are You cape-able? Centre for the advance-ment of pharmacy education: An evaluation plan for learning experiences 2014, http://www.aacp.org/resources/education/cape/Documents/Assessme ntCAPEPaper-Final11.%20pdf. google scholar
19. Girvin, B., & Wilson, D. (2018). Clinical skills training for pharmacists in general practice. Prescriber, 29(12),19-25. google scholar
20. Gomes, L. A. M. (2019). Mapping clinical pharmacy education in Europe. MSc in Phar-maceutical Sciences, UniversitY of Lisbon. Retrieved from https://repositorio. ul.pt/bitstream/10451/43326/1/MICF_Laura_Gomes.pdf google scholar
21. Hasan, S. S., Chong, D. W., Se, W. P., Kumar, S., Ahmed, S. I., & Mittal, P. (2017). Simula-tion-based teaching for pharmacY practice skill development: A review of the literature. Archives of Pharmacy Practice, 8, 43-50. https://doi.org/10.4103/app. app_68_16 google scholar
22. Hepler, C.D. (2004) Clinical pharmacY, pharmaceutical care, and the qualitY of drug therapY. Reviem Pharmacotherapy, 24, 1491-1498. https://doi.org/10.1592/phco. 24.16.1491.50950 google scholar
23. Hepler, C.D., & Strand, L.M. (1990). Opportunities and responsibilities in pharmaceu-tical care. American Journal of Hospital Pharmacy, 47, 533-543. google scholar
24. Kristina, S.A., & WijoYo, Y. (2019). Assessment of pharmacy students’ clinical skills using the objective structured clinical examination (OSCE): A literature review. Systematic Reviems in Pharmacy, 10(1), 55-60. https://doi.org/10.5530/srp.2019. 1.9 google scholar
25. McGivneY, M. S., MeYer, S. M., Duncan-Hewitt, W., Hall, D. L., Goode, J. V., & Smith, R. B. (2007). Medication therapy management: Its relationship to patient coun-seling, disease management, and pharmaceutical care. American Pharmacists Association, 47, 620-628. https://doi.org/10.1331/JAPhA.2007.06129 google scholar
26. Monaghan, M.S., Vanderbush, R.E. & McKay, A.B. (1995). Evaluation of clinical skills in pharmaceutical education: Past, present and future. American Journal of Pharmaceutical Education, 59, 354-358. https://doi.org/10.1016/s0002-9459(24) 04470-x google scholar
27. National Pharmacy Core Education Programme EczÇEP-2019 (2019), https://www. google scholar Yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek-egitimi%20-programs/eczacilik_cep.pdf. google scholar
28. Nwaesei, A.S., Jacob, B.C., Peasah, S.K., Perkins, J.J., & Hogan, M. (2019). A struc-tured approach to intentional interprofessional experiential education in a non-academic communitY hospital. American Journal of Pharmaceutical EDu-cation, 83(9), 7365. https://doi.org/10.5688/ajpe7365 google scholar
29. O'Sullivan, T.A., Lau, C., SY, E., Moogk, H., Weber, S.S., & Danielson, J. (2017). AnalYsis of student experience in advanced pharmacY practice experience in general medicine in a participating pharmacist model. American Journal of Pharma-ceutical Education, 81(4), 66. https://doi.org/10.5688/ajpe81466 google scholar
30. Rathbun, R. C., Hester, E. K., Arnold, L. M., Chung, A. M., Dunn, S. P., Harinstein, L. M., et al. (2012). Importance of direct patient care in advanced pharmacY practice experiences. Pharmacotherapy, 32(4), e88-97. https://doi.org/10.1002/j.1875-9114.2012.01110.x google scholar
31. Rowland, M., Noe, C.R., Smith, D.A., Tucker, G.T., Crommelin, D.J.A., Peck, C.C., Rocci Jr, M.L., Besançon, L., & Shah, V.P. (2012). Impact of pharmaceutical sciences on healthcare - A reflection över the past 50 Years. Journal of Pharmaceutical Sciences, 101(11), 4075-4099. https://doi.org/10.1002/jps.23295 google scholar
32. Sancar, M., & Demirkan, S. K. (2023). Türkiye’de klinik eczacılık tarihi Eds. B. OkuYan, E. Kara, K. Demirkan, and M. Sancar. Klinik Eczacılık Temel Kavramlar ve Uygulamalar. ss: 3-18 Nobel Akademik Yayıncılık. google scholar
33. Schuwirth, L. W., & van der Vleuten, C. P. (2004). Different written assessment methods: what can be said about their strengths and weaknesses? Medical Education, 38(9), 974-969. https://doi.org/10.1111/j.1365-2929.2004.01916.x google scholar
34. Shah, R. (2004). Undergraduate communication and clinical skills development: Personal reflections of real-world experience. Pharmacy Education, 4(1), 1-6. https://doi.org/10.1080/1560221042000202184 google scholar
35. Shrader, S., Farland, M.Z., Danielson, J., Sicat, B., & Umland, E.M. (2017). A sYstematic review of assessment tools measuring interprofessional education outcomes relevant to pharmacy education. American Journal of Pharmaceutical EDuca-tion, 81(6), 119. https://doi.org/10.5688/ajpe816119 google scholar
36. Smithson, J., Bellingan, M., Glass, B., & Mills, J. (2015). Standardized patients in phar-macy education: An integrative literature review. Trends in Pharmacy Teaching and Learning, 7, 851-863. https://doi.org/10.1016/j.cptl.2015.08.002 google scholar
37. The Pharmaceutical SocietY of Ireland (2013). Core Competency Frame-morK for Pharmacists. https://www.thepsi.ie/Libraries/Publications/PSI_ Core_Competency_Framework_for_Pharmacists.sflb.ashx google scholar
38. Victoria, E., Samson, E., & Cox, A. (2013). Student pharmacists’ perspective on real and simulated pharmacY practice experiences, Currents in Pharmacy Teaching and Learning, 5(2), 146-148. https://doi.org/10.1016/j.cptl.2012.09.012 google scholar
39. Wiedenmayer, K., Summers, R. S., Mackie, C. A., Gous, A. G. S., & Everard, M. (2006) Developing pharmacy practice: a focus on patient care: handbooK 2006 ed. World Health Organization. google scholar