Pharmacy Education Research Articles

Pharmacy Students’ Over-the-counter Recommendations for Primary Dysmenorrhea and Childhood Fever Cases in an Indonesian University

Background: The quality of pharmacy education is stated in the literature to be one of the factors influencing the quality of self-medication services in pharmacies. However, research describing the ability of pharmacy students to handle self-medication cases is limited.Objectives: This study aims to describe pharmacy students’ recommendations for two vignette cases involving analgesic-antipyretics (i.e., primary dysmenorrhea and childhood fever cases) in an Indonesian university and to identify factors related to the appropriateness of their recommendations.Methods: Apothecary students were asked to provide recommendations and their reasoning for primary dysmenorrhea and childhood fever cases using a structured telephone interview.Results: Of the 86 participants, appropriate recommendations were provided by 86% and 78% for a case of primary dysmenorrhea and for childhood fever respectively. One-quarter of students did not identify referral criteria in the case of childhood fever and thus made inappropriate recommendations. Age and study period were factors significantly related to providing appropriate recommendations, in which students who were younger and completed their study program within 5 to 6 years were significantly able to provide appropriate recommendations compared to students who were older and whose study period exceeded 6 years.Conclusion: A considerable number of apothecary students in an Indonesian university were able to properly manage cases related to analgesic-antipyretic recommendations. Further qualitative research is needed to identify factors underlying the knowledge of Indonesian pharmacy students in identifying major and minor patient presentations.

Web Survey of Turkish Pharmacy Students Comparing First and Fifth Years' Antidepressant Awareness and Stigmatizing Attitudes Regarding Depression and Anxiety.

The prevalence of depression and anxiety has increased day by day. Prejudice, self-stigma, and public stigma, on the other hand, continue to prevent patients from seeking adequate treatment, particularly in traditional communities. In this web-based, cross-sectional study, both the presence of depression and anxiety, and the knowledge, attitude, and awareness of first- and fifth (final)-year pharmacy students were examined via an online survey. The aim was to demonstrate the potential impact of public information and five years of pharmacy school on knowledge, attitude, and awareness. Our study population consisted of first- and fifth-year pharmacy students enrolled in one faculty of pharmacy during the spring semester of 2022-2023. The Beck Depression Inventory and Beck Anxiety Scale were utilized to measure the presence of depression and anxiety, while the Depression and Antidepressant Awareness and Knowledge Scale (DAKAS) was applied to assess their knowledge, attitude, and awareness. Fifth-year participants (n = 101) exhibited noticeably fewer stigmatizing attitudes than first-year participants (n = 104) (p < 0.05). There was no statistically significant difference between the mean Beck Depression Inventory and Beck Anxiety scores in first- and fifth-year pharmacy students. Being in the fifth class (OR: 3.690; p = 0.025), being of female gender (OR: 4.653; p < 0.001), and having a relationship with someone who took a psychotropic (OR: 3.060; p = 0.008) were associated with a lower overall stigma score by multiple linear regression analysis. The students' awareness of antidepressants and familiarity with mental health issues at the end of their pharmacy education were higher and stigmatization behavior was lower than in first-year students. The positive attitudes at the end of their training towards depression will reduce the likelihood of future pharmacists' patients from being exposed to stigmatization, prevents the formation of an additional stress factor, and likely will improve pharmacy practices.

Team-based learning versus traditional teaching effect on pharmacy Students’ Performance: A systematic review and Meta-Analysis

BackgroundSeveral pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students’ outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods. MethodsThis systematic review and meta-analysis included studies that assessed students’ performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023. ResultsA total of 11 studies comparing TBL against traditional teaching methods and assessing students’ performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [–0.85, 5.40]). However, notable heterogeneity was observed with an I2 value of 82 %, and the observed difference did not reach statistical significance. ConclusionTBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students’ performance and engagement, skills development, and satisfaction.

Evaluation of a virtual interprofessional oral-systemic health simulation experience in nursing, dentistry, medicine, and pharmacy education.

The annual teaching oral-systemic health (TOSH) virtual clinical simulation and case study activity exposes interprofessional teams of nurse practitioner, nurse midwifery, dental, medical, and pharmacy students to a virtual clinical simulation experience that uses oral-systemic health as a clinical exemplar for promoting interprofessional core competencies. The present study examines changes in participating students' self-reported interprofessional competencies following participation in virtual TOSH from 2020 to 2022. These findings are also compared to those from in-person TOSH (2019) to examine the equivalence of student outcomes of both the in-person and virtual programs. A pre- and post-test evaluation design was used to examine the effectiveness of exposure to the TOSH program on self-reported attainment of interprofessional competencies for participating students using the interprofessional collaborative competency attainment scale. Analysis of pre- and post-surveys demonstrated statistically significant improvement in students' self-rated interprofessional experience competencies following the virtual TOSH program, which aligns with results from the in-person cohorts. Similar findings between the in-person and virtual cohorts indicated no statistically significant difference between the two formats. These findings demonstrate the success of TOSH in promoting attainment of interprofessional competencies among future health professionals. We encourage administrators and faculty who lead health professional programs to take advantage of using virtual simulations as an integral component of interprofessional oral health clinical experiences where students from different health professions learn from and about each other in assessing and treating patients across the lifespan.

Results from a global pharmacy leadership needs assessment: Opportunities to advance pharmacy leadership

Background: Leadership skills in the pharmacy profession are essential for career development and advancement. Pharmacy education is often not focused on developing these leadership skills. This study determines the exact pharmacist leadership traits needed across the globe. Methods: A three-part leadership needs assessment was developed by three International Pharmaceutical Federation (FIP) global leads for leadership development. Pharmacy management leaders within FIP headquarters vetted the survey for external validity, and their feedback was incorporated. In January 2021, the survey was disseminated to around 3000 FIP members using Qualtrics. The survey took approximately 15 minutes to complete 28 questions. Qualitative and quantitative analyses were used for the data. Results: A total of 239 participants (~8%) completed the survey. On average, participants felt that innovation/entrepreneurship, negotiating, strategic context, conflict management, and vision were among the top five leadership competencies that they would like more training in. When stratified by work setting, pharmacists in academia ranked conflict management, in inpatient hospitals ranked change management, and in community/retail settings ranked prioritisation as the top leadership competency need. Conclusion: Pharmacists in different work settings and different parts of the world have a need for different leadership skills which should be carefully considered when providing leadership training.

Exploring the effectiveness of pharmacy curriculum in Saudi Arabia in developing leadership skills among pharmacy students from their perspective: A mixed-methods study

IntroductionLeadership is an important component of pharmacy education. This study helps identify the strengths and limitations of the pharmacy curriculum in developing leadership skills among pharmacy students in Saudi Arabia and suggest how to improve the curriculum to better prepare them to become effective leaders in the healthcare profession. MethodsThis study employed a mixed-methods research design with a sequential exploratory design. Phase I involved semi-structured interviews with student leaders of pharmacy student clubs/societies from different universities in Saudi Arabia. Interviews were recorded and transcribed verbatim. The written transcriptions were analyzed using thematic analysis. Phase II used a survey questionnaire to collect data from a larger sample of pharmacy students and interns from different universities in Saudi Arabia and the data is mainly presented as frequencies and percentages. ResultsEleven eligible participants were interviewed. Thematic analysis generated 288 codes which were categorized into 17 subthemes. These subthemes were further categorized into five overarching themes: Leadership development and acquisition; Skills and characteristics of effective leaders; Challenge and support for student leaders; Personal growth and benefits of leadership; Vision, goals and responsibilities of student leaders. The findings informed the development of the survey questionnaire which was completed by 484 students/interns. Mixed opinions were received regarding whether the pharmacy curriculum/program is helping or has helped the respondents develop leadership skills as well as whether the college has provided (or is providing) adequate support, resources or opportunities for the development of leadership skills. Eighty-eight per cent of the participants requested that the pharmacy curriculum in their college should include more courses or workshops focused on leadership development. They favoured several options from the listed topics to be included in these courses or workshops of which effective communication was the most prominent. ConclusionThis study highlights that pharmacy curriculum/colleges in Saudi Arabia promote essential leadership skills through various pedagogical approaches and support mechanisms to some extent. However, the students identified that the pharmacy curriculum needs to be revised in order to better prepare them for leadership positions.

Why We Need to Pay Attention to Stereotype Threat

Although “implicit bias” has been a major focus in diversity, equity, inclusion, and antiracism educational efforts, less attention has been directed to “stereotype threat.” This commentary aimed to bring increased awareness to the pharmacy academy about stereotype threat phenomena as well as explore its impact in the areas of education, with a specific focus on health professions education. In addition, potential and practical strategies are discussed to mitigate its occurrence in pharmacy education.

Academic conference posters: Describing visual impression in pharmacy education

BackgroundAcademic conference posters are a key communication before journal articles. Attention to visual attributes can enhance academic poster communication. ObjectiveThis investigation's purpose was to create a visual impression measurement instrument, and then to describe and compare visual impression among scientific posters from an academic conference. MethodsA mixed-approach rubric was created to quickly measure visual impression of academic posters. Then, posters from a pharmacy education conference were retrospectively reviewed and scored. Visual impression was compared for traditional versus contemporary poster-formats. Various poster characteristics (poster-format, summary statement presence, abstract presence, wordiness, QR-code presence, logical sequencing, visuals) that might have impacted visual communication were coded. These characteristics were regressed onto visual impression scores. ResultsThree-hundred seventy-eight posters were scored with sound inter-rater reliability. Contemporary poster-format scored significantly higher than traditional. Poster-format, abstract absence, lack of wordiness, QR-code presence, logical sequencing, and number of visuals were significant when regressed. ConclusionPosters at one academic conference had varied visual impression. While a contemporary poster-format appeared more helpful, it was not a panacea; variation from poor through exemplary was seen with both poster-formats. Posters are not text-filled articles; displaying a combination of visuals/text clearly and concisely can help effective communication with academic posters.

Reducing Pharmaceuticals in Water, a New Module Integrated in the Pharmacy Game: Evaluating the Module's Effects on Students' Knowledge and Attitudes.

Pharmaceutical residues end up in surface waters, impacting drinking water sources and contaminating the aquatic ecosystem. Pharmacists can play a role in reducing pharmaceutical residues, yet this is often not addressed in pharmacy undergraduate education. Therefore, we developed the educational module "Reducing Pharmaceuticals in Water" for pharmacy students; this was integrated in our pharmacy simulation game for third year Master of Pharmacy students at the University of Groningen. In this study, we aim to evaluate the effects of the module on students' knowledge of pharmaceutical residues in water, to describe students' experiences in taking the module, and to explore their attitudes towards green pharmacy education in general. This mixed-methods study included quantitative measurements, before and after students took the module (intervention group) and in a control group which did not receive the module. Data were collected between February 2023 and June 2023. Overall, 29 students took the module and 36 students were in the control group. The knowledge score of students in the intervention group (N = 29) increased significantly from 9.3 to 12.9 out of 22 (p < 0.001). The knowledge score of the students in the control group was (8.9 out of 22). Students found the e-learning and the patient cases the most exciting part of this module. Students also recognized the need to including environmental issues in pharmacy education. In conclusion, the module contributes towards improved knowledge and increased awareness of the impact of pharmaceuticals found in water. It represents a promising strategy to strengthen pharmacist's role in mitigating the amount and the effect of pharmaceuticals on water and the environment in the future.

Setting priorities for physical examination in pharmacy education: A Delphi study.

As the scope of pharmacy practice is expanding, a growing number of pharmacists perform physical examination (PE) to gather additional information to monitor the effectiveness and safety of their patients' therapy. This professional activity calls for the development of comprehensive and valuable PE training. We sought to determine by consensus which PE tests should be given teaching priority in pharmacy education. Using existing PE literature in pharmacy, we conducted an online Delphi survey from December 2021 to April 2022 with 16 pharmacists who practise in a variety of settings and/or who are considered experts in PE. After 2 Delphi rounds, consensus was reached to either include or exclude 27 PE tests in entry-to-practice programs. One last round allowed prioritizing the agreed-upon PE tests in terms of educational needs. Clinicians agreed that measuring blood pressure is indispensable and should be given teaching priority, followed by pulse rate, weight and blood glucose measurements. Endocrine system and head and neck examinations should be included in pharmacy programs, but their clinical usefulness was considered less important. We compared our results with PE literature in other health care disciplines. We found that only a few PE tests truly influence drug therapy management, that some examinations can be quite difficult to perform accurately and that without proper training and opportunities to retrain, skill decay can lead to dangerous misinterpretations. Pharmacy programs should consider focusing on teaching PE tests supported by evidence as having an impact on drug therapy management. Can Pharm J (Ott) 2024;157:xx-xx.

Non-virtual simulation training and patient simulation existing for pharmacy students: A scoping review

Background: Simulation training enhances non-technical skills and patient safety in pharmacy education, fostering healthcare knowledge and interprofessional collaboration. These training programmes are crucial for instructing pharmacy students in establishing therapeutic and interprofessional relationships with patients and healthcare providers. The objective of this scoping review was to examine not only the simulation training activities currently available to pharmacy students but also their effectiveness and then to identify areas in non-technical skills that still need to be taught. Methods: A scoping review focused on “simulation training” and “pharmacy students” was conducted, excluding virtual simulation. Initial searches in Scopus, MEDLINE and ERIC were performed on June 6, 2020, with a follow-up on February 25, 2022. Both English and French articles were considered, guided by PRISMA-ScR. Results: From 812 initial papers, 140 met inclusion criteria, revealing two simulation modalities: simulated patient and hybrid. Hybrid modality facilitated interprofessional simulation. Simulation training in patient communication, medication counselling and interprofessional education was seen to have the most impact on students. Conclusion: Simulation training was found to be an efficient method of teaching non-technical skills such as communication, medication counselling and interprofessional collaboration for patient-centred care and interprofessional exchanges in pharmacy education programmes.

Historical background and current situation of pharmacy education in Mongolia.

In Mongolia, the medical education system with a long history has developed with its characteristics since ancient times. Modern medical education, including pharmacy education, began to grow in 1921. Before modern pharmaceutical science developed in Mongolia, pharmacy and pharmacy education were part of Traditional Mongolian Medicine and education. Medical knowledge and experience were transferred from generation to generation through simple teaching. From the sixteenth century, Manba Datsan was established in religious temples to teach Mongolian medicine through discipleship. Modern pharmacy education in Mongolia began in 1926 with the course training of pharmacy technicians, and pharmacist training started in 1961. Pharmacy technician training with a 3-year and pharmacist training with 5-year programs oriented on patient-centered pharmaceutical care are implemented in Mongolia. Pharmacy technicians can also study towards a B. degree in Pharmacy with an additional 3 years of training. As of 2023, seven state-owned and private higher education institutions offer pharmacy education and the number of institutions and students of pharmacy is expected to increase. The pharmacy education policy and the license examination type may be reformable, and the curricula should be regularly updated in line with international trends.

Relative exposure to psychiatric conditions and medications in pharmacy education

IntroductionCommon psychiatric conditions occur at rates similar to chronic medical conditions. This study aimed to evaluate the exposure to psychiatric disease states as comorbidities in relation to other common chronic conditions within the curriculum at one college of pharmacy. MethodsResearchers reviewed course activities for instances of specific conditions as comorbidities. The comorbidities evaluated fell into two categories: psychiatric and non-psychiatric. The primary outcome was the frequency each comorbidity appeared within course content. Secondary outcomes included characterization of instances of comorbidities, including the semester, course topic, and corresponding step of the Pharmacists' Patient Care Process. Prevalence data were analyzed for the health system where students conducted experiential learning. ResultsOverall, hypertension, diabetes, and hyperlipidemia appeared as comorbidities more frequently in the curriculum than depression and anxiety, despite similar prevalence patterns between these conditions. Students received the most exposure to these conditions as comorbidities during team-based learning case activities in therapeutics courses taught during the second professional year. ConclusionsThis study found that psychiatric conditions were represented as comorbidities less frequently in the curriculum, despite similar prevalence patterns with other common comorbid disease states. With this knowledge, educators may identify potential opportunities for enhancing the curriculum around psychiatric illnesses.

Recognizing and Mitigating Racial and Ethnic Interview-Associated Microaggressions Across the Academy

The impact of microaggressions in pharmacy education interviews reinforces a message of assimilation for acceptance rather than inviting a potential underrepresented minority (URM) colleague’s authentic identity they could bring to diversify and strengthen the institution. Interviewers may ask inappropriate questions or make offensive comments without intending to cause harm; however, the impact of the words on the interviewee are valid and cannot be ignored. This text focuses on the challenges faced by URM faculty in the context of academic pharmacy interviews which potentially contribute to their underrepresentation in academic pharmacy. The authors provide examples of perspectives and experiences from URM pharmacy faculty when interviewing for academic pharmacy positions. This text proposes several recommendations such as microaggression prevention strategies, bias training, and institutional culture improvement. These solutions can help institutions achieve a sustainable means of recruiting and retaining URM faculty.

Leadership development in health professions

Background and purposeDespite changing clinical care dynamics, health professions education has been slow in addressing gaps in leadership development as teaching and assessment of clinical care-related knowledge, skills, and attitudes remain central across curricula. While accreditation standards across health professions programs acknowledge the importance of leadership development within curricula, it remains an underrepresented aspect of health professions training. Educational activity and settingGiven the varied approach to leadership training, we set out to develop a tailored approach to leadership development that integrated the Center for the Advancement of Pharmacy Education (CAPE) outcomes and was based on self-awareness, skill-building, and application. This pilot included three cohorts of doctor of pharmacy students and measured their knowledge, skills, and self-awareness as they progressed through this year-long program. It also measured leadership competency attainment using a pre- and post-assessment in one cohort. FindingsParticipant satisfaction was assessed using session and program evaluations, while self-perception of growth and leadership competency attainment was assessed using a survey that was administered before and after program participation. Participants found the program to be beneficial in meeting stated objectives and in creating a conducive learning environment. Results of the pre- and post-assessment indicated growth in all dimensions of self-perception of knowledge, skills, and self-awareness, as well as attainment of leadership competency personal leadership commitment and leadership knowledge. SummaryOffering co-curricular leadership development programs based on CAPE outcomes and leadership competencies provided students with the opportunity to develop leadership skills and acquire knowledge needed to be effective healthcare leaders.

Tolerance, physical dependence, and addiction: Knowledge gaps and misconceptions of first-year pharmacy students

IntroductionMisconceptions related to terminology used in the diagnosis and treatment of substance use disorders are common among healthcare providers and may contribute to inappropriate management and education of patients. The objective of this study was to evaluate baseline knowledge of addiction, tolerance, and physical dependence in first-year pharmacy students completing a unit on the neurobiological basis of addiction. MethodsStudents were asked to define the terms addiction, tolerance, and dependence at the beginning of a didactic unit on nervous system pathophysiology and pharmacology. Handwritten responses were transcribed to a spreadsheet and deidentified by sequential assignment to a single numeric identifier. Data were analyzed by three reviewers through open coding and thematic analysis. Descriptive statistics were used to describe the results. ResultsOne hundred eighty-seven individual student submitted responses were included in the analysis. Many students were unable to provide a substantive definition for the terms physical dependence (32%) and addiction (27%). The definition of tolerance was partially correct in >80% of student responses, though no students provided a complete description. Approximately 5% of students defined physical dependence as addiction, and > 18% incorrectly attributed withdrawal symptoms to addiction. ConclusionsSignificant knowledge gaps or misconceptions regarding terminology related to substance use disorder exists among first-year pharmacy students despite continuing efforts within professional organizations to develop consensus definitions. Developing effective teaching methods to identify and correct misinformation and preconceptions related to care for patients with substance use disorders should continue to be a priority for pharmacy educators.

Implementation of Virtual Interactive Cases for Pharmacy Education: A Single-Center Experience.

Patient case simulation software are described in pharmacy education literature as useful tools to improve skills in patient assessment (including medication history-taking and physical assessment), clinical reasoning and communication, and are typically well-received by students and instructors. The virtual interactive case (VIC) system is a web-based software developed to deliver deliberate practice opportunities in simulated patient encounters across a spectrum of clinical topics. This article describes the implementation and utilization of VIC in the undergraduate curriculum at one Canadian pharmacy school. Methods: At our facility, the use of VIC was integrated across the training spectrum in the curriculum, including core and elective didactic courses and practice labs, experiential learning, interprofessional education, and continuing education. Its use was evaluated through student and instructor surveys and qualitative student interviews). VIC is easy to navigate and created a positive and realistic learning environment. Students identified that it enhanced their ability to identify relevant patient information, accurately simulated hospital pharmacy practice and thereby helped them to prepare for their upcoming experiential courses. The use of VIC has expanded beyond its original intended purpose for individual student practice to become a valuable addition to pharmacy undergraduate education. Future plans include ongoing development of cases and exploration of further uses of VIC within the didactic curriculum, for remediation in experiential courses, and for pharmacist continuing education.

What Types of Data are Pharmacy Education Scholars Using in Their Abstracts for Poster Presentations?

ObjectiveThe objective of this study was to describe the data being used to support poster presentations in pharmacy education scholarship. MethodsResearch and education posters presented at the 2020 American Association of Colleges of Pharmacy Annual Meeting were unitized to isolate text to be coded, and 2 coders categorized the quantitative and qualitative data by type and source. Questionnaires, instruments, and exams were categorized as new (ie, developed and used for this particular inquiry) versus existing. Qualitative data types were categorized as interviews, focus groups, self-reflections, analysis of student work products (eg, lab reports assessed for student understanding), comments (ie, written or verbal comments), and other (eg, course reports). ResultsA total of 216 abstracts were included in the analysis, with 80 (37%) abstracts relying on data derived from respondent’s perceptions. Further, 143 abstracts (66%) used at least 1 new questionnaire, instrument, or exam. In 57% of the cases where multiple data sources were used, the study involved interprofessional education (eg, multiple health professions learners) or pharmacy student-investigator combinations, and 28 abstracts (13%) did not use pharmacy students as a source. Less than 5% of all abstracts analyzed used traditional qualitative methods of interviews and focus groups. ConclusionThis study can open conversations around how to improve the quality of pharmacy education research and the identification of areas within the scholarship of teaching and learning that may benefit from improvement.

Pharmacy education 2.0 with special reference to digital India

Indian pharmacy education has grown and changed, producing trained individuals needed in the pharmaceutical and healthcare industries. Pharmacy education in India is reviewed here, noting its merits, weaknesses, and future possibilities. India has many pharmacy schools, with a concentration in Maharashtra, Karnataka, and Andhra Pradesh. The Pharmacy Council of India (PCI) regulates curriculum and infrastructure. Diploma, undergraduate (B. Pharm), postgraduate (M. Pharm), and doctoral (Ph.D.) pharmacy programs serve students with varied professional goals. Students learn basic pharmaceutical sciences, technology, medication interactions, clinical pharmacy, and regulation to prepare for healthcare careers. Through experiential learning, creative methods, and digital resources, the teaching methods integrate academic knowledge with practical applications. Students' critical thinking and involvement improve with collaborative learning. Quality pharmacy education is ensured by qualified instructors, research culture, and industry exposure. Faculty development programs improve teaching and research skills. Along with academic guidance, student research projects create a research mindset. Industry-academia partnership enhances students' experiences and employability through internships, cooperative research, guest lectures, and technology transfer. Specialization and transdisciplinary programs can help Indian pharmaceutical education meet industrial needs. Focusing on research-oriented learning and sponsoring research projects will boost innovation and science. The merger of AI and precision medicine will prepare graduates for the future of healthcare. Faculty development programs will keep academics current, and industry-government-academia collaboration will solve healthcare problems. Growth requires filling skill gaps, responding to the changing healthcare market, and assuring quality and consistency. Transparency, accountability, and global recognition depend on accreditation. Pharmacy education in India can produce skilled pharmacists that promote healthcare and science by addressing obstacles and embracing the future. Pharmacy education will become a cornerstone of healthcare excellence and innovation in India with ongoing stakeholder initiatives.

Telepharmacy knowledge, attitude, and experience among pharmacy students in Indonesia: A cross-sectional study

Background: The advancement of technology in healthcare services has given rise to telepharmacy. The success of telepharmacy depends on the knowledge, attitude, and experience of pharmacy students. However, telepharmacy is relatively new in the Indonesian pharmacy education system. Methods: This cross-sectional study was conducted using an online questionnaire to evaluate pharmacy students' knowledge, attitude, and experience related to telepharmacy. Results: The questionnaire was completed by 442 pharmacy students. Among them, 97.96% demonstrated a high level of knowledge about telepharmacy, and 96.60% had a positive attitude toward it. However, 85.97% of students had limited experience with telepharmacy. While there was a significant correlation between knowledge and attitude, no such correlation was observed between attitude and experience. Conclusion: The findings revealed that pharmacy students had high knowledge and attitude, but limited experience with telepharmacy. Additionally, there is a significant correlation between knowledge of telepharmacy and a positive attitude towards its use. To better prepare future pharmacists to provide effective telepharmacy services, it is essential to integrate telepharmacy practice models into the curriculum.