Displaying publications 1 - 20 of 288 in total

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  1. Sawangjit R, Khan TM, Chaiyakunapruk N
    Addiction, 2017 02;112(2):236-247.
    PMID: 27566970 DOI: 10.1111/add.13593
    AIMS: To appraise the evidence critically for effectiveness of pharmacy-based needle/syringe exchange programmes (pharmacy-based NSPs) on risk behaviours (RBs), HIV/HCV prevalence and economic outcomes among people who inject drugs (PWID).

    DESIGN: Systematic review and meta-analysis.

    SETTING: Primary care setting.

    PARTICIPANTS: Of 1568 studies screened, 14 studies with 7035 PWID were included.

    MEASURES: PubMed, Embase, Web of Sciences, CENTRAL and Cochrane review databases were searched without language restriction from their inception to 27 January 2016. All published study designs with control groups that reported the effectiveness of pharmacy-based NSP on outcomes of interest were included. Outcomes of interest are risk behaviour (RB), HIV/hepatitis C virus (HCV) prevalence and economic outcomes. The estimates of pooled effects of these outcomes were calculated as pooled odds ratio (OR) with 95% confidence interval (CI) using a random-effects model. Heterogeneity was assessed by I2 and χ2 tests.

    FINDINGS: Most studies (nine of 14, 64.3%) were rated as having a serious risk of bias, while 28.6 and 7.1% were rated as having a moderate risk and low risk of bias, respectively. For sharing-syringe behaviour, pharmacy-based NSPs were significantly better than no NSPs for both main (OR = 0.50, 95% CI = 0.34-0.73; I2  = 59.6%) and sensitivity analyses, excluding studies with a serious risk of bias (OR = 0.52, 95% CI = 0.32-0.84; I2  = 41.4%). For safe syringe disposal and HIV/HCV prevalence, the evidence for pharmacy-based NSPs compared with other NSP or no NSP was unclear, as few of the studies reported this and most of them had a serious risk of bias. Compared with the total life-time cost of US$55 640 for treating a person with HIV infection, the HIV prevalence among PWID has to be at least 0.8% (for pharmacy-based NSPs) or 2.1% (for other NSPs) to result in cost-savings.

    CONCLUSIONS: Pharmacy-based needle/syringe exchange programmes appear to be effective for reducing risk behaviours among people who inject drugs, although their effect on HIV/HCV prevalence and economic outcomes is unclear.

    Matched MeSH terms: Community Pharmacy Services*
  2. Ab Rahman AF, Bahari MB
    Am J Health Syst Pharm, 2004 Dec 15;61(24):2687-9.
    PMID: 15646704
    Matched MeSH terms: Education, Pharmacy, Graduate/methods; Education, Pharmacy, Graduate/organization & administration; Education, Pharmacy, Graduate/standards*; Schools, Pharmacy/classification; Schools, Pharmacy/standards*
  3. Olson C
    Am J Hosp Pharm, 1986 May;43(5):1277-83.
    PMID: 3717183
    Matched MeSH terms: Pharmacy/trends*
  4. Hadi MA, Ming LC, Leng LW, Shaharuddin S, Adam A
    Am J Pharm Educ, 2010 Mar 10;74(2):32d.
    PMID: 20414448
    Matched MeSH terms: Education, Pharmacy, Graduate/organization & administration*; Pharmacy Service, Hospital; Schools, Pharmacy/trends
  5. Ahmed SI, Hassali MA, Aziz NA
    Am J Pharm Educ, 2009 Feb 19;73(1):15.
    PMID: 19513153
    OBJECTIVE: To evaluate the level of knowledge, attitudes, and risk perceptions of University Sains Malaysia final-year pharmacy students regarding human immunodeficiency virus (HIV) and acquired immunity deficiency syndrome (AIDS).

    METHOD: A cross-sectional study among pharmacy students. Data were analyzed with Chi-square to find difference at p value < 0.05.

    RESULTS: The majority of students (83.07%) responded showing a difference in gender and race. Students showed low willingness (9.2%) to assist patients and low confidence (36.1%) in their education about HIV/AIDS patients. Students recommended HIV testing for health care professionals (69.4%) and patients (75.9%) before surgical procedures. Students knew little about Post Exposure Prophylaxis (18.5%) or about the time for HIV to develop into AIDS (57.4%). About 40% of students were unaware of the inability of antivirals to treat HIV/AIDS. Students had low awareness for opportunistic infections (18.5%), and low agreement on competency to treat and counsel HIV patients (12.9%).

    CONCLUSION: The study highlighted students' misconceptions, negative attitudes, and risk perceptions towards HIV/AIDS.

    Matched MeSH terms: Education, Pharmacy/standards; Students, Pharmacy/psychology*
  6. Hassali MA, Shafie AA, Awaisu A, Mohamed Ibrahim MI, Ahmed SI
    Am J Pharm Educ, 2009 Nov 12;73(7):136.
    PMID: 19960093
    OBJECTIVES: To develop and implement a new course on public health into the bachelor of pharmacy (BPharm) curriculum in Malaysia.

    DESIGN: A required 2-credit-hour course was designed to provide an overview of public health pharmacy roles and the behavioral aspects of human healthcare issues. Graded activities included nursing home visits, in-class quizzes, mini-projects, and poster sessions, and a comprehensive final examination.

    ASSESSMENT: The majority of the students performed well on the class activities and 93 (71.5%) of the 130 students enrolled received a grade of B or higher. A Web-based survey was administered at the end of the semester and 90% of students indicated that they had benefited from the course and were glad that it was offered. The majority of students agreed that the course made an impact in preparing them for their future role as pharmacists and expanded their understanding of the public health roles of a pharmacist.

    CONCLUSIONS: A public health pharmacy course was successfully designed and implemented in the BPharm curriculum. This study highlighted the feasibilities of introducing courses that are of global relevance into a Malaysian pharmacy curriculum. The findings from the students' evaluation suggest the needs to incorporate a similar course in all pharmacy schools in the country and will be used as a guide to improve the contents and methods of delivery of the course at our school.

    Matched MeSH terms: Community Pharmacy Services*; Education, Pharmacy*; Schools, Pharmacy*; Students, Pharmacy*
  7. Awaisu A, Mohamed MH, Al-Efan QA
    Am J Pharm Educ, 2007 Dec 15;71(6):118.
    PMID: 19503702
    OBJECTIVES: To assess bachelor of pharmacy students' overall perception and acceptance of an objective structured clinical examination (OSCE), a new method of clinical competence assessment in pharmacy undergraduate curriculum at our Faculty, and to explore its strengths and weaknesses through feedback.

    METHODS: A cross-sectional survey was conducted via a validated 49-item questionnaire, administered immediately after all students completed the examination. The questionnaire comprised of questions to evaluate the content and structure of the examination, perception of OSCE validity and reliability, and rating of OSCE in relation to other assessment methods. Open-ended follow-up questions were included to generate qualitative data.

    RESULTS: Over 80% of the students found the OSCE to be helpful in highlighting areas of weaknesses in their clinical competencies. Seventy-eight percent agreed that it was comprehensive and 66% believed it was fair. About 46% felt that the 15 minutes allocated per station was inadequate. Most importantly, about half of the students raised concerns that personality, ethnicity, and/or gender, as well as interpatient and inter-assessor variability were potential sources of bias that could affect their scores. However, an overwhelming proportion of the students (90%) agreed that the OSCE provided a useful and practical learning experience.

    CONCLUSIONS: Students' perceptions and acceptance of the new method of assessment were positive. The survey further highlighted for future refinement the strengths and weaknesses associated with the development and implementation of an OSCE in the International Islamic University Malaysia's pharmacy curriculum.

    Matched MeSH terms: Education, Pharmacy/methods*; Students, Pharmacy/psychology*
  8. Kawaguchi-Suzuki M, Hogue MD, Khanfar NM, Lahoz MR, Law MG, Parekh J, et al.
    Am J Pharm Educ, 2019 May;83(4):7215.
    PMID: 31223162 DOI: 10.5688/ajpe7215
    Schools and colleges of pharmacy in the United States increasingly interact with those in Asian countries for various purposes such as education and research. For both those visiting and those hosting, it is important to understand and respect the culture of the other's country to enrich these interactions. This paper, the second of two manuscripts on Asian countries, focuses on India, Indonesia, Malaysia, Philippines, and Vietnam. For each country, the following information is provided: general introduction, health care system, pharmacy practice, and pharmacy education, stereotypes and misconceptions, recommendations for US-based health care professionals, faculty members, and students who visit these Asian countries, and recommendations for them to host visitors from these Asian countries. The aim of this paper is to assist US health care professionals, faculty members, and students in initiating and promoting a culturally sensitive engagement.
    Matched MeSH terms: Education, Pharmacy/organization & administration*; Schools, Pharmacy/organization & administration*; Students, Pharmacy; Faculty, Pharmacy/organization & administration
  9. Lee JK, Collins B, Pepper E, Alvarez NA, Warholak T
    Am J Pharm Educ, 2023 Jun;87(6):100063.
    PMID: 37316138 DOI: 10.1016/j.ajpe.2023.100063
    OBJECTIVE: Leadership development is necessary for student pharmacists to become pharmacist leaders, but no readily usable standard measurement of student attitudes toward and beliefs about leadership exists. To assess the reliability and validity evidence for using the Leadership Attitudes and Beliefs Scale (LABS-III), originally developed and validated in Malaysia, for use with student pharmacists in the United States.

    METHODS: The 2-unit leadership course was piloted among second- and third-year students in a public college of pharmacy with a 4-year doctor of pharmacy curriculum. The participating students completed the LABS-III during the first and last classes as part of a quality improvement measure for course enhancement. Rasch analysis was then used to assess the reliability and validity evidence for the LABS-III.

    RESULTS: A total of 24 students participated in the pilot course. The pre and postcourse surveys had 100% and 92% response rates, respectively. After Rasch analysis model fit was achieved, the item separation for the 14 nonextreme items was 2.19 with an item reliability of 0.83. The person separation index was 2.16 with a person reliability of 0.82.

    CONCLUSION: The Rasch analysis revealed that the number of LABS-III items should be decreased and that the 3-point response scale should be used to improve functionality and use in classroom settings for PharmD students in the United States. Further research is needed to augment the reliability and validity evidence of the modified instrument for use at other United States colleges of pharmacy.

    Matched MeSH terms: Education, Pharmacy*
  10. Hasan SS, Kwai Chong DW, Ahmadi K, Se WP, Hassali MA, Hata EM, et al.
    Am J Pharm Educ, 2010 Nov 10;74(9):166.
    PMID: 21301600
    OBJECTIVES: To identify and evaluate factors affecting the career preferences of fourth-year bachelor of pharmacy (BPharm) students in Malaysia in the presence of a 4-year period of mandatory government service.

    METHODS: A validated self-administered questionnaire was used in this cross-sectional study to collect data from final-year BPharm students enrolled at 3 government-funded universities and 1 private university in Malaysia. Both descriptive and inferential statistics were used for data analysis.

    RESULTS: Three hundred fourteen students responded (213 from public universities and 101 from the private university). Approximately 32% of public university students and 37% of private university students ranked their own interest in pharmacy as the reason for undertaking pharmacy degree studies; 40.4% of public and 19.8% of private university respondents stated that they would enter a nonpharmacy-related career upon graduation if given the choice. Public university students ranked hospital pharmacy as their choice of first career setting (4.39, p = 0.001), while private students ranked community pharmacy first (4.1, p = 0.002). On a scale of 1 to 5, salary received the highest mean score (3.9 and 4.0, p = 0.854) as the extrinsic factor most influencing their career choice.

    CONCLUSIONS: Final-year students at Malaysian public universities were most interested in hospital pharmacy practice as their first career step upon graduation, while private university students were most interested in community pharmacy. The top 3 extrinsic factors rated as significant in selecting a career destination were salary, benefits, and geographical location.

    Matched MeSH terms: Education, Pharmacy*; Students, Pharmacy/statistics & numerical data*
  11. Awaisu A, Abd Rahman NS, Nik Mohamed MH, Bux Rahman Bux SH, Mohamed Nazar NI
    Am J Pharm Educ, 2010 Mar 10;74(2):34.
    PMID: 20414449
    OBJECTIVE: To implement and determine the effectiveness of an objective structured clinical examination (OSCE) to assess fourth-year pharmacy students' skills in a clinical pharmacy course.

    DESIGN: A 13-station OSCE was designed and implemented in the 2007-2008 academic year as part of the assessment methods for a clinical pharmacy course. The broad competencies tested in the OSCE included: patient counseling and communication, clinical pharmacokinetics (CPK), identification and resolution of drug-related problems (DRPs), and literature evaluation/drug information provision.

    ASSESSMENT: Immediately after all students completed the OSCE, a questionnaire containing items on the clarity of written instructions, difficulty of the tasks, perceived degree of learning gained and needed, and the suitability of the references or literature resources provided was administered. More than 70% of the students felt that a higher degree of learning was needed to accomplish the tasks at the 2 DRP stations and 2 CPK stations and the majority felt the written instructions provided at the phenytoin CPK station were difficult to understand. Although about 60% of the students rated OSCE as a difficult form of assessment, 75% said it should be used more and 81% perceived they learned a lot from it.

    CONCLUSION: Although most students felt that the OSCE accurately assessed their skills, a majority felt the tasks required in some stations required a higher degree of learning than they had achieved. This may indicate deficiencies in the students' learning abilities, the course curriculum, or the OSCE station design. Future efforts should include providing clearer instructions at OSCE stations and balancing the complexity of the competencies assessed.

    Matched MeSH terms: Education, Pharmacy/methods*
  12. Elkalmi RM, Hassali MA, Ibrahim MI, Widodo RT, Efan QM, Hadi MA
    Am J Pharm Educ, 2011 Jun 10;75(5):96.
    PMID: 21829270 DOI: 10.5688/ajpe75596
    To assess senior pharmacy students' knowledge of and perceptions about pharmacovigilance and reporting of adverse drug reactions (ADRs) at 5 public universities in Malaysia.
    Matched MeSH terms: Education, Pharmacy/methods*; Students, Pharmacy*
  13. Zakaria SF, Awaisu A
    Am J Pharm Educ, 2011 May 10;75(4):75.
    PMID: 21769151
    OBJECTIVE: To implement a shared learning approach through fourth-year students' mentorship of third-year students and to assess the perceptions of the mentored students on the value of their shared learning experience.

    DESIGN: We introduced the shared learning experience in clinical pharmacy and pharmacotherapeutic practice experiences involving 87 third-year and 51 fourth-year students. Both student groups undertook the practice experiences together, with third-year students working in smaller groups mentored by fourth-year students.

    ASSESSMENT: A majority of the students (> 75%) believed that they learned to work as a team during their practice experiences and that the shared learning approach provided an opportunity to practice their communication skills. Similarly, most respondents (> 70%) agreed that the new approach would help them become effective members of the healthcare team and would facilitate their professional relationships in future practice. Almost two-thirds of the students believed that the shared learning enhanced their ability to understand clinical problems. However, about 31% of the pharmacy students felt that they could have learned clinical problem-solving skills equally well working only with peers from their own student group.

    CONCLUSIONS: The pharmacy students in the current study generally believed that the shared-learning approach enhanced their ability to understand clinical problems and improved their communication and teamwork skills. Both groups of students were positive that they had acquired some skills through the shared-learning approach.

    Matched MeSH terms: Pharmacy Service, Hospital*; Students, Pharmacy
  14. Rajiah K, Saravanan C
    Am J Pharm Educ, 2014 Nov 15;78(9):163.
    PMID: 25525278 DOI: 10.5688/ajpe789163
    To analyze the effect of psychological intervention on reducing performance anxiety and the consequences of the intervention on first-year pharmacy students.
    Matched MeSH terms: Schools, Pharmacy; Students, Pharmacy/psychology*
  15. Simansalam S, Brewster JM, Nik Mohamed MH
    Am J Pharm Educ, 2015 Jun 25;79(5):71.
    PMID: 26246620 DOI: 10.5688/ajpe79571
    To evaluate the feasibility of an online training module, Certified Smoking Cessation Service Provider (CSCSP), developed for practicing pharmacists to equip pharmacy students with knowledge necessary for smoking cessation counseling and to assess the changes in student knowledge and skills regarding smoking cessation following training.
    Matched MeSH terms: Education, Pharmacy/methods*; Students, Pharmacy*
  16. Lee Chin K, Ling Yap Y, Leng Lee W, Chang Soh Y
    Am J Pharm Educ, 2014 Oct 15;78(8):153.
    PMID: 25386018 DOI: 10.5688/ajpe788153
    To determine whether human patient simulation (HPS) is superior to case-based learning (CBL) in teaching diabetic ketoacidosis (DKA) and thyroid storm (TS) to pharmacy students.
    Matched MeSH terms: Education, Pharmacy/methods; Education, Pharmacy/standards*; Students, Pharmacy*
  17. Davey AK, Grant GD, Anoopkumar-Dukie S
    Am J Pharm Educ, 2013 Sep 12;77(7):148.
    PMID: 24052651 DOI: 10.5688/ajpe777148
    To assess the academic performance and experiences of local, international, and collaborative exchange students enrolled in a 4-year Australian bachelor of pharmacy degree program.
    Matched MeSH terms: Education, Pharmacy*; Schools, Pharmacy; Students, Pharmacy*
  18. Alrasheedy AA, Hassali MA, Aljadhey H, Al-Tamimi SK
    Am J Pharm Educ, 2014 Jun 17;78(5):108.
    PMID: 24954948 DOI: 10.5688/ajpe785108
    Matched MeSH terms: Education, Pharmacy/methods*; Schools, Pharmacy*
  19. Al-lela OQ, Elkalmi RM, Jamshed SQ
    Am J Pharm Educ, 2013 Jun 12;77(5):106.
    PMID: 23788817 DOI: 10.5688/ajpe775106
    Matched MeSH terms: Education, Pharmacy/methods*
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