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

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: Smoking cessation campaigns aim to raise awareness on the dangers of tobacco use and provide help for successful abstinence. Fourth year students of the UP College of Pharmacy implemented activities to promote smoking cessation among patients and clients at a tertiary government hospital. This paper aimed to describe the students' experiences on their project at the hospital during their Hospital Pharmacy course. Key learnings, challenges, and recommendations for the project's improvement, as well as their perceptions on current smoking cessation programs of the government were, likewise, determined.

METHODS: The students' activities were documented and described. A descriptive quantitative design using a self-administered online questionnaire was used to determine challenges, key learnings, and recommendations while content analysis was applied on open-ended questions to determine the frequency of responses in common themes identified. Perceptions on current smoking cessation campaigns were also summarized using frequency statistics.

RESULTS: The five approved projects implemented by the students were (1) setting up of smoking cessation booths, (2) display of posters within the hospital premises, (3) distribution of leaflets and reading materials, (4) playing of smoking cessation campaign videos, and (5) the creation of a social media page. Most of the students were challenged in scheduling and delegation of tasks (81.4%) and delays in project implementation (57.6%). They also realized the difficulty of stopping smoking (74.6%) and that it has various root causes (72.9%) that need to be addressed. To improve the project, students recommended collaborations with the hospital (79.7%) and the Department of Health (84.7%) to further smoking cessation programs. Lastly, they perceived that the current smoking cessation program is inadequate or underutilized.

CONCLUSION: Smoking cessation programs require a multi-sectoral approach to be effective and sustainable, and students can be active partners in their implementation. Pharmacy student smoking cessation-led activities can complement government programs on smoking cessation. Moreover, students can apply what they have learned about smoking cessation while preparing them for their future role as pharmacist-counsellors.

OBJECTIVE: This study was to investigate the perception gap between preceptors and pharmacy students on community pharmacy experiential education. METHODS: The online survey was performed for 55 preceptors and 215 pharmacy students separately from April 1 to April 30, 2014. The preceptors were who completed community pharmacy practice experience at least a session and the students were who involved in community pharmacy practice for more than 21 days. The questionnaires were prepared based on the lesson contents guideline of Introductory Pharmacy Practice Education of Community Pharmacy by Korea Association of Pharmacy Education. The survey questions were consisted with demographic characteristics, evaluation of student and preceptors, benefits and disadvantages of pharmacy practice for both groups. RESULTS: A total of 27 (49.1%) preceptors and 103 (47.9%) pharmacy students responded to the survey questionnaires. Preceptors indicated that students lacked face-to-face communication ability with patients, caregivers, and physicians. One of the Benefits of participating in pharmacy practice education as a preceptor included the improvement of self-esteem (70.37%). Disadvantages were identified as workload burden due to teaching and preceptor responsibilities at the same time. All students responded that benefits of experiencing pharmacy practice education were helping them determine their career, and they would consider working in community pharmacies (68.93%). However, handling over-the-counter drugs and communicating with doctors or nurses were identified as barriers. In addition, preceptors and pharmacy students expressed necessity of the standard text books and curriculums. CONCLUSION: This study identified the perception gap on community pharmacy experiential education between preceptors and pharmacy students. For the successful implementation of pharmacy practice experience, the effective and appropriate methods should be developed.
Caregivers ; Communication ; Curriculum ; Education* ; Education, Pharmacy ; Humans ; Korea ; Nonprescription Drugs ; Pharmacies* ; Pharmacy* ; Students, Pharmacy*

Experiential education is a core curriculum of pharmacy education. In experiential education, formative feedback is an integral component of learning and teaching process. Feedback is defined as information provided by a preceptor regarding student's performance based on direct observation. With effective feedback, students can have opportunities to reinforce or correct behaviors and to acquire knowledge or skills. Students highly value and appreciate feedback. They rank provision of effective feedback as one of the most important qualities of preceptors. Preceptors, however, lack an understanding of feedback or practical skills necessary for providing effective feedback. As a result in reality, the feedback provided to students can be differentially effective in improving students' learning. This article describes a theoretical understanding of feedback including definition and value, as well as types of feedback. In addition, practical aspects in providing feedback, such as contents, timing, techniques, and models, are addressed. By understanding the value of feedback and mastering various feedback skills, preceptors will promote students' learning and enhance educational outcomes of experiential education.
Curriculum ; Education* ; Education, Pharmacy ; Formative Feedback ; Humans ; Learning ; Pharmacy* ; Students, Pharmacy

Experiential education is a core curriculum of 6-year pharmacy education. Practicing pharmacists lie at the heart of experiential education serving as preceptors for undergraduate pharmacy students during experiential education. Preceptors are, however, confronted with a challenge of caring for patients and teaching students at the same time in a time-constrained environment. To improve the effectiveness and outcomes of experiential education, practicing pharmacists are required to demonstrate educational competence. Even small teaching moments can provide students with valuable learning opportunities that they could not have from on their own. Thus, it is vital to provide education and training for preceptors to advance their teaching skills. This article will describe practical and effective teaching skills that preceptors could adopt in the experiential education for pharmacy students. It is important that preceptors should use different teaching skills for different learners, according to their level of experience and knowledge, learning styles and needs, as well as the type of the practice. Therefore, possessing diverse teaching skills provides flexibility to adapt teaching to each student's learning levels and needs, and to the charateristics of the practice environment. Preceptors' level of confidence and comfort in using teaching skills can be enhanced through continuous practice and training, which consequently leads to the improved effectiveness of experiential education and student's satisfaction with the education.
Curriculum ; Education* ; Education, Pharmacy ; Heart ; Humans ; Learning ; Mental Competency ; Pharmacists ; Pharmacy* ; Pliability ; Students, Pharmacy

This study aimed to compare the perceptions of pharmacy clerkship students and clinical preceptors of preceptors' teaching behaviors at Gondar University. A cross-sectional study was conducted among pharmacy clerkship students and preceptors during June 2014 and December 2015. A 52-item structured questionnaire was self-administered to 126 students and 23 preceptors. The responses are presented using descriptive statistics. The Mann-Whitney U test was applied to test the significance of differences between students and preceptors. The response rate was 89.4% for students and 95.6% for preceptors. Statistically significant differences were observed in the responses regarding two of the five communication skills that were examined, six of the 26 clinical skills, and five of the 21 parameters involving feedback. The mean scores of preceptors (2.6/3) and students (1.9/3) regarding instructors' ability to answer questions were found to be significantly different (P= 0.01). Students and preceptors gave mean scores of 1.9 and 2.8, respectively, to a question regarding preceptors' application of appropriate up-to-date knowledge to individual patients (P= 0.00). Significant differences were also noted between students and instructors regarding the degree to which preceptors encouraged students to evaluate their own performance (P= 0.01). Discrepancies were noted between students and preceptors regarding preceptors' teaching behaviors. Preceptors rated their teaching behaviors more highly than students did. Short-term training is warranted for preceptors to improve some aspects of their teaching skills.
Clinical Competence ; Cross-Sectional Studies ; Education, Pharmacy ; Ethiopia* ; Humans ; Pharmacy*

Pharmacy education and training is continuously evolving to meet the requirement from the society in the UK. Most pharmacy schools offer the Master of pharmacy degree which is a four year undergraduate programme followed by a year of pre-registration placement spanning a year supervised by a professional pharmacist who has at least 3 years' post-registration experience; however, some universities provide either a 5-year sandwich course where the pre-registration training is split up into two periods of 6 months or a 2-year OSPAP programme for those who are already qualified as a pharmacist outside of the UK. The GPhC has announced that the format of the registration assessment is set to change in 2016. The exam questions from 2016 will be more clinical, practical and based around a patient in a real-life scenario. This article addresses important aspects of UK pharmacy education such as university curriculum, training programme, and licence exam, therefore, could potentially offer a significant contribution to the debate about raising academic standards of pharmacy education in South Korea.
Curriculum ; Education, Pharmacy* ; England* ; Humans ; Korea ; Pharmacists ; Pharmacy* ; Schools, Pharmacy ; Wales*

The present study aims to explore the perceptions among pharmacy practitioners in Libya on the importance of social pharmacy education. A qualitative methodology was employed to conduct this study. Using a purposive sampling technique, a total of ten Libyan registered pharmacists were interviewed. Based on the content analysis of the interviews, two major themes emerged, namely the understanding of social pharmacy education and the need for incorporating social pharmacy courses into the pharmacy education curriculum. The majority of the respondents knew about the concept. Of those that had no prior knowledge of this term, half of them expressed interest in knowing more about it. There was a positive perception of introducing social pharmacy into the undergraduate curricula among the respondents, and they believed that it is necessary for future pharmacists to know about social pharmacy components. The findings from the pharmacy practitioners' evaluation suggest the need to incorporate social pharmacy courses into the curricula of all pharmacy schools in Libya.
Curriculum ; Surveys and Questionnaires ; Education, Pharmacy ; Humans ; Libya ; Pharmacists ; Pharmacy ; Schools, Pharmacy