Pharmacy Program Research Articles

Evaluating the impact of a pharmacy technician training program within a college of pharmacy.

Ensuring pharmacy technicians are adequately trained and prepared to enter the workforce is an important first step in addressing technician staff shortages. How pharmacy technician learners perceive their experiences after completion of a training program remains unknown. This study evaluated participant outcomes and self-efficacy ratings for common technician competencies after completion of a pharmacy technician training program. Between December 2021 and March 2023, we distributed a survey to participants who successfully completed the program approximately 3 months after their estimated completion date. The survey assessed 6 domains: enrollment and academic progression, utilization of educational resources, self-perceived proficiency on core competencies of a pharmacy technician, employment information, program recommendations, and student demographics. Thirty-six participants completed the survey, corresponding to a 60% response rate. Participants were attracted to the pharmacy technician program due to its affiliation with a college of pharmacy, online format, and affordability. Half of respondents were actively employed as pharmacy technicians, and the self-reported certification exam passage rate slightly exceeded national averages (78% vs 70% to 71%). Participants' self-efficacy ratings for pharmacy technician competencies were high (mean rating of 4.12 out of 5). Overwhelmingly, 97% of participants agreed that the program prepared them well for becoming a pharmacy technician. A pharmacy technician training program housed within a college of pharmacy presents one potential solution in addressing pharmacy technician workforce shortages. Participants positively viewed their training experience, with high self-efficacy ratings for pharmacy technician competencies. Moreover, national certification exam results were slightly better than national averages.

An analysis of the intention of female pharmacy students to work in community pharmacy settings in Saudi Arabia using the theory of planned behavior

ObjectiveThis study aimed to determine the intention of female Saudi pharmacy students to work in community pharmacies and the factors associated with this intention. MethodsThis cross-sectional study was conducted between April 2022 and June 2022 and included female students from pharmacy colleges in Saudi Arabia. The survey was created based on the Theory of Planned Behavior. It included items that measure student intentions, attitudes, subjective norms, and perceived behavioral control regarding working in community pharmacies in Saudi Arabia. The study also included items that assessed sociodemographic characteristics, pharmacy program degrees, training, and job preferences of students. ResultsA total of 407 participants completed the survey. The average age was 21.8 (±1.6) years, and most participants were Saudi nationals (97.79 %). The intention of participants to work in community pharmacies after graduation was low (mean = 3.2 ± 1.8; range: 1–7). Slightly positive attitudes toward working in a community pharmacy after graduation were revealed as participants showed an overall attitude mean of 4.5 ± 1.6 (range: 1–7). Furthermore, the participants perceived a low social pressure toward working in a community pharmacy after graduation (mean of 3.3 ± 1.9; range: 1–7). The intention of female pharmacy students to work in community pharmacies was significantly predicted by attitudes (p-value < 0.0001), perceived behavioral control (p-value = 0.0017), nationality (p-value = 0.0151), residence in the Saudi Arabian region (p-value = 0.0013), monthly income (p-value = 0.0231), pharmacy degree program (p-value = 0.0035), training received in community pharmacies (p-value = 0.0145), had a relative working in a community pharmacy (p-value = 0.0257), and preference to work in community pharmacies after graduation (p-value = 0.0001). ConclusionFemale pharmacy students in Saudi Arabia had a low intention to work in community pharmacies, a positive attitude toward working in community pharmacies, and perceived no social pressure to work in them. A positive attitude and behavioral perception of control toward working in community pharmacies were demonstrated among pharmacy students who study at a university outside Riyadh, undertaking a bachelor’s degree in pharmacy, have a monthly income higher than 5000 Saudi riyals (USD 1,333.3), previously received training in community pharmacies, having a relative working in a community pharmacy, prefer to work in community pharmacies after graduation.

Interprofessional education in undergraduate dental curricula: A systematic review.

Health professionals who effectively communicate and coordinate their work increase patient safety and quality of care. Therefore, an interprofessional education (IPE) program may be a valuable addition to the curriculum of health science courses. This study aims to verify how IPE has been implemented in undergraduate dental program curricula. This is a qualitative systematic review performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines with qualitative and qualitative-quantitative studies selected in the period between 2011 and 2021. The guiding question was as follows: how has IPE been implemented in undergraduate dentistry curricula around the world? The quality of the included articles was assessed using the CASP Qualitative Checklist (2018). After the review, 22 studies were selected and data were extracted following the acronym PICo (Population, phenomenon of Interest, and COntext). The majority of studies in which IPE is included in Dentistry come from North American universities. Regarding the IPE teaching methodology, the use of active methodologies was observed and the interprofessional skills most common were role clarity, teamwork, and communication. This systematic review indicated that Dentistry is included in interprofessional activities in many studies around the world, and primarily with colleagues in medicine, nursing, and pharmacy programs. IPE teaching takes place through the use of active methodologies and develops important skills for interprofessional work.

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.

Implementing a longitudinal poster project to engage pharmacy students beyond the classroom in a foundational sciences course

Introduction: Poster projects and presentations can provide engagement and skill-building opportunities for students. A group poster project was incorporated into a first-year required genetics and pharmacogenomics course. Rough drafts were due for the project throughout the term, which coincided with course topics. The objective of this study was to determine the impact of a longitudinal poster project on pharmacy students' perceptions of learning, presentation skills, and success in future presentations. Methods: Students in a Doctor of Pharmacy programme were surveyed via Google Forms in 2018 before and after completing the poster project. The original cohort of students were surveyed again in 2020. Data were analysed with Graphpad Prism software. Results: Students responded positively to survey questions gauging their perception of the project’s value as a learning tool, especially for reinforcing and applying course concepts. Overall, students saw the benefit of completing poster rough drafts and believed the poster was helpful in preparing and/or presenting future posters. Conclusions: A similar project could be built into any foundational course in a Doctor of Pharmacy programme. However, care should be taken to provide appropriate feedback and mentorship to students to optimise the benefits of learning and development of poster presentation skills.

Exploring undergraduate clinical students’ perspectives on interprofessional education

Interprofessional Education (IPE) has been advocated to prepare future healthcare professionals for collaborative practice to improve the quality of patient care and overall health outcomes. The problem statement revolves around the need to bridge the gap between the traditional, silos education of healthcare disciplines and the demands of a modern healthcare ecosystem. Insufficient IPE can result in fragmented patient care, communication breakdowns and suboptimal outcomes. Thus, this study aimed to investigate the perceptions of undergraduate clinical students from Malaysian higher institutions about Interprofessional Education (IPE). This study was conducted among undergraduate final-year students of clinical programs, including nursing, Medical, Nursing, Pharmacy and Health Sciences programs in selected private and public Malaysian higher institutions. The quantitative data was analysed via descriptive statistics using Statistical Package for the Social Sciences (SPSS). Overall, the study received 288 responses from four public institutions and 3 private institutions. About 94.4% (272) of respondents claimed perceived needs for IPE. Most students agreed that patient care and critical patient care in general wards and community chronic patient care should be included in the content of IPE. More than 80% of the respondents agreed collaboration and teamwork, mutual understanding for other disciplines/professionals, conflict control and effective communication are the essential skills to be learned by IPE. The three most wanted IPE learning methods are lecture and discussion, clinical rotation, and role-playing. This study revealed differences in needs and perceptions regarding IPE between programs. This finding warrants further research to design appropriate IPE program goals and strategies that suit specific students' needs.

Developing Clinical Pharmacy Expertise with a Postgraduate Pharmacy Programme: Individual Interviews with Specialising Pharmacists’ and Their Line-Managers

Developing Clinical Pharmacy Expertise with a Postgraduate Pharmacy Programme: Individual Interviews with Specialising Pharmacists’ and Their Line-Managers

Learning basic physics in Pharmacy Study Program with systems thinking skills needed by pharmacy students

This research is a preliminary study aimed at analyzing the methods of teaching basic physics applied in the pharmacy program, as well as its implications for the relevance of physics concepts in pharmacy courses and the development of students' system thinking skills. A cross-sectional survey method was used, employing a structured questionnaire based on the Likert scale, involving physics course instructors from private and public universities. The research findings indicate that, although basic physics has significant potential in contributing to the development of the system thinking skills required by pharmacy graduates, challenges in integrating physics concepts with pharmacy courses still exist. The pharmacy curriculum's focus on pharmaceutical and health aspects may overlook students' understanding of basic physics. Therefore, the importance of developing teaching methods and physics laboratory practices that are appropriate for the pharmacy context becomes clearer. This research concluded that there is a need for the development of more suitable learning methods for basic physics courses in the pharmacy program, with an emphasis on developing system thinking skills crucial in the field of health, and the integration of pharmacy laboratories as a learning support. This is expected to enhance the understanding of physics concepts in the pharmacy context and build relevant system thinking skills for graduates of the pharmacy program.

Menjaga Kesehatan Anak dengan Minuman Moringa Latte sebagai Upaya Pencegahan Stunting

Stunting is a global issue that affects various regions in Indonesia, including Garut. In response to this, our team from the Pharmacy Program at Garut University organized a training program on making healthy moringa latte beverages in the village of Panyindangan, Cisompet sub-district, Garut Regency. The primary objective of this training is to empower homemakers with knowledge and skills to create nutritious snacks for their children using natural ingredients, mainly known as garden produce, that can prevent stunting, which moringa leaves. As a result of this initiative, community members gained a deeper understanding of harnessing the nutritional value of moringa latte beverages. Children readily accept this beverage due to its attractive color, appealing shape, and delicious taste.

Student perspectives on peer education using a virtual platform to enhance advanced pharmacy practice experiences (APPE)

Background: The COVID-19 pandemic caused dramatic disruptions in the education of pharmacy students who graduated in 2022. As an additional active learning opportunity at a New York City hospital site with multiple preceptors and faculty, a monthly student-led virtual educational conference was implemented. The objective of this study was to assess student perspectives on the implementation of a virtual peer education conference. Methods: Between May 2021 and May 2022, a total of twenty-eight students participated as presenters or attendees. All students completed a 13-item survey to evaluate the impact their participation in the virtual conference had on their overall learning and how similar opportunities could impact their future learning experiences. Results: When asked to rate on a scale from 1 (did NOT improve at all) to 5 (greatly improved my learning), 93% (26/28) of students rated their change in learning after attending the student-led conference as a four or five. Students identified that participation enhanced their drug/disease state knowledge, improved their presentation skills and/or improved their critical thinking and clinical application skills. Conclusion: In the future, advanced pharmacy practice experiences (APPE) can consider the inclusion of peer education through an online platform as a strategy to facilitate learning in pharmacy programmes.

Factors Associated with Adverse Events Related to Topical Whitening Products Used among College Female Students in Sudan

&lt;div&gt;&lt;table cellspacing="0" cellpadding="0" align="left"&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td align="left" valign="top"&gt;&lt;p&gt;&lt;em&gt;This study aimed to explore the factors associated with adverse events related to topical whitening products used and to explore the reasons for using topical whitening products among female students in Sudan. A cross-sectional study was conducted from September to October 2023 in Sudan. The Medicine and Pharmacy programs were purposively selected as the study area. The total sample size was 208 participants. The self-administered questionnaire was constructed with a total of seventeen questions. For data analysis, we performed descriptive statistics analysis, bivariate analysis with simple logistic regression, and multivariable analysis with binary logistic regression presenting with adjusted odds ratio (AOR) and 95% confidence interval (95% CI). The results imply that students with middle household income were 93% less likely to get adverse events compared to those students with low household income with p-value = 0.030 (AOR: 0.07, 95% CI: 0.06 ,0.77). Students who have tested the topical whitening products before using them were 99.9% less likely to get adverse events compared to those who do not test, with p-value = &amp;lt;0.001 (AOR: 0.001, 95% CI: 0.001,0.00). Students who shared whitening products with family/friends were 89% less likely to get adverse events than those who do not share with p-value = 0.009 (AOR: 0.11, 95% CI: 0.021, 0.57). Furthermore, students who used whitening products with added water or other agents to whitening products were 95% less likely to get adverse events compared to those who did not use with p-value = 0.038 (AOR: 0.05, 95% CI:0.02, 0.84). The top two reasons respondents for using topical whitening products were acne (26.9%) and for beautification (24.5%). The study suggested the local government and health sectors should educate and raise the awareness of the safety of whitening products use among female students.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;&lt;br /&gt;&lt;/em&gt;&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;&lt;/div&gt;&lt;strong&gt;&lt;em&gt;Keywords: Adverse events, female students, Sudan, Whitening topical products&lt;/em&gt;&lt;/strong&gt;

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.

Needs assessment for pharmacy program creation designed to serve minority Francophone populations in Canada

ObjectivesCurrent literature provides little insight into the need for French language pharmaceutical-services in Francophone minority settings in Canada. This study aims to understand the pharmaceutical care and services offered in French in Canada. It also aims to conduct a needs assessment in the context of curriculum development, by validating whether pharmaceutical needs are being met in Francophone minority settings in Canada. MethodsAn online survey was sent to community members and healthcare professionals. Respondents were asked to identify the perceived importance of pharmaceutical needs, and the degree to which they perceive these to be fulfilled in French and in English in their communities. Results113 community members and 109 healthcare professionals completed the survey. Most respondents were from Ontario (64.84%), Quebec (10.50%) or Atlantic provinces (10.05%). >95% of survey respondents identified that pharmaceutical needs assessed were of very high importance. The rate of pharmaceutical need fulfillment was lower in French than English across all pharmaceutical needs assessed. The greatest difference in rate of pharmaceutical need fulfillment was seen with "Having safe access to required medication". The perception of pharmaceutical needs being met was congruent between community members and healthcare professionals. ConclusionThese results confirm a lack of pharmaceutical needs being met in French in Canadian Francophone minority communities. There is a lack of French language services that limits the ability to receive care in one's own language. Pharmacy education in French may be an effective approach to improve pharmaceutical care services received in French in francophone minority communities.

A Description of Required NAPLEX Preparation Courses Among US Pharmacy Programs

ObjectiveOne of the final tasks for pharmacy graduates to enter practice is passing the North American Pharmacist Licensure Examination (NAPLEX). Given the recent national declines in pass rates, programs are making significant investments of time and money in NAPLEX preparation. The objective is to characterize the structure and content of required NAPLEX preparation courses. MethodsA survey on NAPLEX preparation practices was developed and distributed to all Accreditation Council for Pharmacy Education-accredited pharmacy schools. NAPLEX preparation course syllabi were also collected as part of this survey. Syllabus information was summarized into 4 elements: course structure, content, resources, and assessment strategies. ResultsOf 144 colleges/schools of pharmacy, 100 responded to the survey, 87 reported having a NAPLEX preparation program, and 47 reported having a NAPLEX preparation course. Twenty syllabi were collected. Most courses (14) were longitudinal through the Advanced Pharmacy Practice Experiences year, 16 were credit-bearing, and 19 included a vendor NAPLEX preparatory product. Fourteen courses were hybrid delivery, and 12 focused on licensure preparation and included test-taking strategies, calculations practice, case-based discussions, etc. All 20 courses reported using unproctored timed quizzes and practice examinations, half conducted proctored timed assessments, and 11 included written reflections and/or continuous professional development activities. Most courses were pass/fail (15), and high stakes (16) were defined by delayed or withheld graduation as a consequence for failure. Only 3 of 20 NAPLEX preparation courses were mapped to NAPLEX competencies. ConclusionAlthough required NAPLEX preparation courses focus on assessments, the content is infrequently mapped to NAPLEX competencies. This project provides some information on how schools might create their own NAPLEX preparatory courses.

Enhancing application and long-term retention of clinical knowledge using an extracurricular non-credit course

Background and purposeCurricular overload in doctor of pharmacy (PharmD) programs is necessitating innovative approaches to support student learning. The purpose of this study was to describe the design, delivery, and assessment of a non-credit extracurricular course that reinforced foundational concepts through the application of learning in case-based activities. Educational activity and settingA 14-week extracurricular course, designed using principles of spaced repetition and interleaving in the context of case-based exercises, was offered to third-year PharmD students. Content focused on Top 300 and over-the-counter medications, brown bag sessions/drug utilization review, and medication therapy management. Short-term course effectiveness was assessed through post-course focus groups. Longitudinal effectiveness was assessed nine months post-course using an online survey. Qualitative data were analyzed using a content analysis process with overarching themes identified. Clinical interventions identified in the post-course survey were analyzed descriptively. FindingsTwenty-four students completed the course and all assessments. Focus group themes were: (1) making connections to prior learning; (2) moving beyond memorizing facts; and (3) benefit from a low-stakes course. Students identified 162 course-linked clinical interventions during advanced pharmacy practice experiences (APPEs) in 16 different settings. SummaryStudent learning can be enhanced through integration of evidence-based teaching strategies both within and across the curriculum. This can be accomplished not only through introduction of an extracurricular course but through modification of existing courses. Providing additional opportunities for reinforcing core clinical knowledge and applying clinical decision-making in a low-stakes environment was well-received by students and helped them make clinical interventions during APPEs.

Impact of curricular and institutional factors on Pharm.D. students' NAPLEX success: A comprehensive analysis of US pharmacy programmes

Background: Curricula and institutional factors in pharmacy schools play a pivotal role in shaping students' readiness for the North American Pharmacist Licensure Examination (NAPLEX). The factors that influence student success remain uncertain. This research explores the association between various aspects of pharmacy school curricula and NAPLEX pass rates. Methods: Data on various aspects of pharmacy programs across the United States were collected, including curricular structure and content. Multiple linear regression analysis was conducted to investigate the correlation of factors with NAPLEX pass rates. Results: The four-year programmes and research-focused institutions, with a curricular emphasis on practice management, pharmacology, pharmacotherapy, and APPE, had a positive relationship with NAPLEX pass rates. Focus on Pharmaceutical Calculations had a negative relationship with NAPLEX performance. All other factors were non-significant. Conclusion: This study provides valuable insights into the determinants of NAPLEX pass rates. It underscores the importance of a well-rounded curriculum and a balanced course selection to enhance student performance.

Perceptions and Utility of Course Evaluations in US Pharmacy Schools

ObjectiveThis study aimed to describe the purpose, implementation, and perceived utility of course evaluations in pharmacy programs. MethodsAfter a literature review, a 34-item survey was developed, pretested, and sent to assessment administrators at accredited pharmacy programs (N = 139) with at least 3 follow-ups. Descriptive and inferential statistics were performed in IBM SPSS Statistics software. ResultsA total of 90 programs responded (64.7% response rate). Most students (94%) were offered the opportunity to complete course evaluations. Some students completed evaluations during the course (47%), while others did so within 1 week of completion of the course (49%). Whether or not class time was given for students to complete the survey was often dependent on faculty choice (52.2%). Results were typically released after final grades were posted (92%), in time to use for the next semester of teaching (77%). Faculty were chosen to be evaluated by the number of teaching hours (50%) followed by all instructors (45.6%). Programs used the results for performance reviews by chairs (91%), course coordinator reviews (84%), and committee continuous quality improvement efforts (72%). Most programs did not provide faculty guidance on using evaluations (78%) nor development/mentoring (57%); only 22% of programs offered student development in completing evaluations. ConclusionWhile most programs invite feedback from all students via evaluations, most did not provide guidance to faculty on how to use this feedback for faculty or course development purposes. A more robust process to optimize the use of course evaluations should be developed.

Academic Entitlement Among Pharmacy Students in the Arab World: A Multi-National Exploratory Study

ObjectiveThe study’s aim was to explore academic entitlement among pharmacy students in different pharmacy colleges in the Arab World and assess associated factors. MethodsThis study design was a cross-sectional survey. Data were collected using a self-administered electronic questionnaire posted across pharmacy college networks in 10 Arab countries (Egypt, Iraq, Jordan, Lebanon, Libya, Oman, Palestine, Qatar, Saudi Arabia, and United Arab Emirates). The electronic survey was administered through Qualtrics Survey Software, and its link was open from January 23, 2022 to May 13, 2022. The multiple linear regression measured the association between different predictors and the academic entitlement. ResultsA total of 2386 surveys were received from students studying in 10 different Arab countries. The majority of responding students were male and studying in a Bachelor of pharmacy program. Students reported an agreeable attitude in 4 areas: rewards for efforts, customer orientation, customer service expectation, and general academic entitlement. In accommodation, a neutral attitude was reported, while they reported a disagreeing attitude in the responsibility avoidance domain. In grade haggling, the 3 items of the domain had different attitudes. Only 3 factors had a significant negative association with student entitlement (professionalism, GPA, and year in the study program). ConclusionThe academic entitlement scores among pharmacy students in the Arab World were high and had a negative association with professionalism perceptions. This study finding is a call for pharmacy programs to consider the effect of academic entitlement on pharmacy education and to obtain in-depth evidence on its magnitude and associated factors.

Mitigating Misinformation Toolkit: Online Simulation and Standardized Patient Cases for Interprofessional Students to Address Vaccine Hesitancy and Misinformation.

Medical misinformation, which contributes to vaccine hesitancy, poses challenges to health professionals. Health professions students, while capable of addressing and advocating for vaccination, may lack the confidence to engage with vaccine-hesitant individuals influenced by medical misinformation. An interprofessional in-person simulation activity (90 minutes) using standardized patients was developed and instituted for students in medicine, nursing, pharmacy, and public health programs. Student volunteers were recruited from classes approximately halfway through their respective degree programs (i.e., second or third year of a 4-year program). Online simulation was used as a method to prepare for in-person simulation. Impact on students was assessed primarily through a postprogram student self-assessment. A total of 220 students participated in the program; 206 (94%) had paired data available to analyze. Following program participation, self-assessed abilities increased from pre to post, from 2.8 out of 5 (good) to 3.9 out of 5 (very good; p < .001). Ninety-eight percent of students felt that their ability to address medical misinformation was somewhat/much better after the activity, compared to before, and that their ability to address vaccine hesitancy was somewhat/much better. The overall program was rated highly, with mean scores for each program evaluation item >4 out of 5 (very good). An interprofessional cohort of students demonstrated improvement in self-assessed skills to participate in a conversation with an individual with hesitancy to receive vaccines and/or beliefs informed by misinformation. Students felt that this program was relevant and important to their professional development.

Access to medicines for the treatment of systemic arterial hypertension and type 2 diabetes mellitus in the Brazilian population: data from the 2019 Brazilian National Health Survey

This study aimed to measure access to medicines for the treatment of systemic arterial hypertension and type 2 diabetes mellitus in Brazil according to the mode of acquisition, as well as to analyze the factors associated with this access, based on data from the 2019 Brazilian National Survey of Health (PNS, acronym in Portuguese). Socioeconomic data and data related to the use of medicines by people aged 15 and over were analyzed in relation to access via the Brazilian Popular Pharmacy Program (PFPB, acronym in Portuguese) and via public services. The majority of Brazilians who took part in the PNS reported using medication to control hypertension in the previous 15 days (91.5%) and using oral medication for diabetes (95.2%) and/or insulin (70%). Most participants obtained oral medication for hypertension and type 2 diabetes mellitus via PFPB (45.2% and 53.6%, respectively), and the factors that most negatively influenced this access were older age, lower income, lower schooling, very poor self-rated health and not having private health insurance. Access to insulin, on the other hand, was most often via the public health service (69.7%), and the factors that most negatively influenced this access were black/mixed-race skin color, lower income, very poor self-rated health and not having private health insurance. Generally, the importance of the PFPB as a policy to increase access to essential medicines in Brazil was highlighted, considering the free supply of antihypertensive and antidiabetic drugs.