Abstract
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.
Highlights
The present study aims to explore the perceptions among pharmacy practitioners in Libya on the importance of social pharmacy education
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 present study aims to document whether there is a need for social pharmacy courses during the undergraduate period in Libya based on interviews of pharmacy practitioners
Summary
The interview guide questions were focused on the participants’ understanding of social pharmacy education (see Appendix 1). Six of the respondents reported that they had either heard of or had an idea about the concept of social pharmacy. The new emerging subjects within social pharmacy such as social and administrative pharmacy have been widely offered to pharmacy undergraduates in developed countries. While it appeared that the majority of the respondents relied on the internet to obtain information about social pharmacy, it was more difficult to identify the specific types and sources of information used by the pharmacists. The pharmacists were asked to rate their responses to the question, “What components of social pharmacy can you name.”. The other six respondents were able to describe certain topics that are commonly taught in social pharmacy courses such as communication and counseling, pharmacoeconomics, pharmacoepidemiology, pharmaceutical policy, and pharmacy ethics
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