No abstract available.
Pharmacy*

No abstract available.
Pharmacy*

No abstract available.
Pharmacy*

The Guide comprises chapters. I. Common regulation (4 items); II. Standard, condition of private medical and pharmaceutical practice facilities (13 items). III. Domain of private medical and pharmaceutical practice categories (3 items). IV Manpower and responsibility of private medical and pharmaceutical practice (1 items). V. Procedures and certification of standard and condition to establish private medical and pharmaceutical practice clinic (9 items). VI. Inspection, control, and dispose violation (2 items). VII. Implement provision (one items).
Pharmacy ; Education, Pharmacy

A study was processed by collecting the options of 20 drugstores trading in HoChiMinh city. In total 20 ones, there were 10 ones that admitted pharmaceutical students to practice, comparing with practicing programme at the drugstore of Faculty of Pharmacy, University of Medicine and Pharmacy of HoChiMinh city and of the Faculty of Pharmacy, University of CAEN. The searching results showed that the drugstore of Faculty of Pharmacy wasn't still up date and the practicing in a short time. Some improvements in the programme were suggested to upgrate the quality in Pharmacy Education and help the graduated students be able to have Good Pharmacy Practice
Pharmacy ; Pharmacists ; Education, Pharmacy

To the end of 2003, there were 73 national pharmacy businesses conducting capitalization. Of these businesses, there were 8 central national pharmaceutical businesses and 65 local national pharmacy businesses. 33/64 cities and provinces in nationwide was conducted capitalization. Stock process in national business and in national pharmaceutical business was faster than before but had not completed planning. Funds size of business conducting stock was small. In pharmacy, there were 9 businesses having 10 billion of funds conducted stock, acquired 42.9% of national pharmaceutical businesses with 10 billion of funds. After capitalization, the number of business having 100% of government funds was only 4.1%; and business having governable shares belong to government were 6.2%. 11/73 pharmaceutical joint stock companies had production line meeting to GMP standard
Pharmacy ; Commerce

In 10 years recently, there is a big effort in the activities for investment of technological science, modernization of manufacture line and improvement the quality of the production. However, how does the effect of these activities that impact to each enterprise in particular and pharmacy in general still make a question without answer. So, researching and applying effectively evaluation methods in activities for investment for each enterprise in particular and pharmacy in general are necessary and useful matter
Pharmacy, Technology

The committee of Vietnam Pharmacopoeia have been established since July 1963. Mission is to build a pharmacopoeia. Its content comprises national standards of quality for domestic drugs. Committee have been organized compilation and publication of Vietnamese Pharmacopoeia No I including 2 volume: volume I (1971), Volume II (1983). Vietnamese Pharmacopoeia NoII including volume I (1990), Volume II (1991), Volume III (1994). Supplemental volume comprise 32 standards about vaccine and vaccine test methods.
Pharmacopoeias ; Pharmacy

BACKGROUND: Objective structured clinical examinations (OSCEs) are used frequently in course subjects owing to their utility in determining the students' clinical competencies under a variety of simulated conditions. In the University of the Philippines (UP) College of Pharmacy, the use of a summative OSCE has already been used as a form of assessment in some of its courses. However, previous batches of students felt unprepared for their summative OSCE at the end of the semester. In particular, students reported unfamiliarity with the content and format of the said examination. To address this concern, formative OSCEs were conducted in a Pharmacy laboratory course.

OBJECTIVE: This study aimed to evaluate the effect of the feedback component of formative OSCEs on the students' self-perceived learning and achievement of the course outcomes, facilitating knowledge, skills and attitudes development towards the course, and preparing them for the summative OSCE. It also sought to identify useful aspects of the formative OSCEs and how they can be improved further.

METHODOLOGY: Four formative OSCEs were administered from January to May 2017 to all fourth-year pharmacy students taking Pharmacy 154 (Dispensing and Incompatibilities). The units covered were: (1) extemporaneous and sterile compounding; (2) over-the-counter (OTC) medicines and prescription drugs; (3) dangerous drugs and medical devices; and (4) therapeutic incompatibilities and medication safety. After each formative OSCE, feedbacks were provided to the students. Once all OSCEs were conducted, an online, self-administered questionnaire consisting of four parts was given to the students. Total population sampling was employed in the study. The responses (n = 44) were analyzed using frequency statistics. Thematic analysis was done for the aspects of the formative OSCEs that were most useful, and how they could be further improved.

RESULTS AND CONCLUSION: The frequency analysis of responses from the questionnaire generally showed that the students had positive perceptions to the feedback component of the formative OSCEs. Still, there was no significant association found between passing the summative OSCE and the formative OSCEs owing to the differences in the content of each examination. Overall, formative OSCEs may be a good assessment tool to track the students' progress and give them constructive feedback in terms of the competencies expected in the course and to better prepare them for the summative OSCE. Increasing the time allotted for each station and orienting them better prior to formative OSCEs were the commonly suggested points for improvement.

BACKGROUND AND OBJECTIVES

Pharmacists are in a unique position to provide important medication information, prevent errors, and help improve patient outcomes. Patient medication counseling (PMC) is integral in medication therapy management of pharmacists. Students perceive PMC as an important step in ensuring the most appropriate pharmacotherapy for the patients and as an essential component of drug management. The objective of the study is to describe the students’ perceptions on a university-led patient medication counseling program implemented in a patient medication counseling course.

The study employs a qualitative study design with a total population sampling of forty-two (42) Clin Pharm 176 BS Pharmacy students in a College of Pharmacy. A self-evaluation adapted from the United States Pharmacopeia medication counseling behavior guidelines (USP-MCBG) scale was performed which has with four components: needs assessment, precautions and warnings, management of the treatment, and communication. A synthesis session was conducted utilizing a semi-structured questionnaire. The data was analyzed using measures of central tendency and thematic analysis.

Forty-two (42) students answered the USP-MCBG scale and participated in the synthesis session. Participants rated highest in communication (88.81±8.78) and lowest in treatment management (79.49±12.90) which suggests that the students were better equipped in displaying effective nonverbal behaviors and using appropriate language but were least confident in developing and managing treatment plans. There were five main domains on how the students evaluated the course and the PMC program which include pre-counseling session requirements, challenges in patient interaction, interprofessional collaboration, professional outlook, and program recommendations.

A university-led PMC program is effective in providing training for student pharmacists to identify and provide recommendations on medication therapy problems, and to practice interprofessional collaboration. It is recommended to continue the student training in the PMC program and to integrate this in the student internship program to evaluate the skills development of students during their clinical rotations.