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General public's views on pharmacy public health services: Current situation and opportunities in the future http://researchonline.ljmu.ac.uk/1536/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. Study design: Mixed-method studyMethods: A mixed methods study, involving a cross-sectional survey using multiple distribution methods followed by a focus group discussion (FGD) with a sample of survey respondents.Results: From 3,596 approachable individuals, 908 questionnaires were completed, (response rate 25.3%). Few respondents (2.1-12.7%) had experienced any of the seven pharmacy public health services. About 40% stated they would be willing to use health check services, fewer (9.3-26.3%) were willing to use advisory services. More females, frequent pharmacy users and those in good health were willing to use services in general (P<0.05). Smokers, overweight individuals and those with alcohol-related problems were most willing to use specific advisory services supporting their problems (P<0.05). FGD identified barriers to service use; for example, frequent staff changes, seeing pharmacist as medicines suppliers and concerns about competence for these services. Conclusion:The general public are receptive to pharmacy public health services.Pharmacists must consider barriers if uptake of services is to increase.

IntroductionThai pharmacy education consists of two undergraduate programs, a 5-year Bachelor of Science in Pharmacy (BScPsci and BScPcare) degree and a 6-year Doctor of Pharmacy (Pharm D). Pharmacy students who wish to serve in the public sector need to enroll in the public service program. This study aims to compare the perception of professional competency among new pharmacy graduates from the three different pharmacy programs available in 2013 who enrolled in the public service program.MethodsA cross-sectional survey was conducted among new pharmacy graduates in 2013 using a self-administered, structured, close-ended questionnaire. The questionnaire consisted of respondents’ characteristics and perception of professional competencies. The competency questions consisted of 13 items with a 5-point scale. Data collection was conducted during Thailand’s annual health professional meeting on April 2, 2013 for workplace selection of pharmacy graduates.ResultsA total of 266 new pharmacy graduates responded to the questionnaire (response rate 49.6%). There were no significant differences in sex and admission modes across the three pharmacy programs. Pharm D graduates reported highest competency in acute care services, medication reconciliation services, and primary care services among the other two programs. BScPsci graduates reported more competence in consumer health protection and herbal and alternative medicines than BScPcare graduates. There were significant differences in three competency domains: patient care, consumer protection and community health services, and drug review and information, but no significant differences in the health administration and communication domain among three pharmacy programs.ConclusionDespite a complete change into a 6-year Pharm D program in 2014, pharmacy education in Thailand should continue evolving to be responsive to the needs of the health system. An annual survey of new pharmacy graduates should be continued, to monitor changes of professional competency across different program tracks and other factors which may influence their contribution to the health service system. Likewise, a longitudinal monitoring of their competencies in the graduate cohort should be conducted.

Background: In Thailand, pharmacists are responsible for all activities to ensure access to medicines throughout pharmaceutical supply chain. Competency framework (CF) is an important guidance for professional development and workforce planning. Objective: This study aimed to explore needs for pharmacy services in pharmaceutical supply chain and competencies of pharmacists to serve those needs. It was the first step for developing evidence-based pharmacy CF within the context of Thailand in 2026. Methods: A qualitative method using in-depth interviews to gain rich data from practitioners and leaders in all area of practices. 99 key informants from 56 workplaces in Thailand were interviewed during January and March 2016. Data was transcribed verbatim, and thematic analysis was used. Competencies were extracted, followed by several rounds of group discussion among team members to develop an initial framework. The competencies and CF were presented, and recommendations were gained from professional leaders for refining the findings. Results: The key informants agreed that pharmacist’s works and responsibilities have gradually been drifted to support changes in healthcare and pharmaceutical systems. The upcoming pharmaceutical services call for higher standards of practice, larger number of personnel, and skillful pharmacists who have strong foundation in pharmaceutical knowledge as well as an ability to integrate knowledge into practices. Two sets of CFs were established. The general CF comprises five core domains: product focus, patient focus, healthcare system focus, community focus, and personal focus for self-improvement. These general competencies allow practitioners to perform basic professional tasks, including providing information, dispensing, and compounding. The service-specific competency is the integration of general competencies tailored into specific area of practice. Conclusions: Regarding the professional goal to evolve pharmacists from generalists to specialists for providing higher quality of professional services, the pharmacists are required to demonstrate general competencies and service-specific competencies. The findings serve as the need-based evidence for developing a national CF for pharmacists in Thailand.

Objective. To implement and evaluate 5 integrated teaching modules in the fifth-year doctor of pharmacy (PharmD) curriculum to increase students' ability to promote patients' health as part of their pharmacy practice. Design. Activity-based learning was added to each module: (1) a practice experience in which students provided health information and counseling to the public; (2) academic debates on current issues in pharmacy (3) journal clubs on articles from the pharmacy literature; and (4) research projects relating to ongoing faculty research on diabetes. Students on 12-week practice experiences had visits to patients in inpatient wards, outpatient clinics, and either primary care units or community pharmacies. Assessment. Practice examinations at the end of the first semester, the average student score was above 80% as determined by preceptors in experience sites and from faculty members. Group interviews found that students were positive about the benefits of integrated teaching. Conclusion. The integration of the teaching between modules in the same semester is possible and greatly benefits student learning.Keywords: active learning, pharmacy practice, pharmacy practice experience, PharmD curriculum, health promotion, Thailand INTRODUCTIONOnly 6 of the 15 universities with pharmacy programs in Thailand offer the 6-year PharmD curriculum.1-6 The standard requirements for the PharmD curriculum has/ have been published by the Ministry of Education. 7 The Faculty of Pharmacy, Mahasarakham University, was the second university in Thailand to establish the 6-year PharmD program. We accepted our first students into the program in 2000. The current PharmD curriculum requires 240 credits including 30 credits in general education, 30 credits in basic sciences, 87 credits in professional health sciences, 65 credits in clinical pharmacy, 18 credits in research, and 10 credits in elective subjects. The curriculum includes lecturing and active learning in the first through fifth years, and practice skills in hospitals and community pharmacies in the second through sixth years (year 2 5 48 hours, year 3 5 80 hours, year 4 5 400 hours, summer of year 5 5 150 hours, and year 6 5 5 practice experiences of 225 hours each. 1Teaching of pharmacy modules in Thailand is generally delivered independently for each specialty. Students have been taught many different modules without any strategy to help them conceptually apply their knowledge to promote people's health in their pharmacy practice. Since health promotion is an important issue throughout Thailand, the Pharmacy Network for Health Promotion (PNHP) in 2004, led by Associate Professor Dr. Jiraporn Limpananont, introduced the idea of health promotion being included in the Thai pharmacy curriculum of all 15 universities offering a pharmacy degree. 8 The aim of the PNHP was for pharmacy students to become pharmacists who were up-to-date in global health matters and who could play a role in the rational use of medicines and health promotion.8 Competence in health promotion is ...