Providing Patient Care in Community Pharmacies: Practice and Research in Finland

Bell, J. Simon; Väänänen, Mikko; Ovaskainen, Harri; Närhi, Ulla; Airaksinen, Marja

doi:10.1345/aph.1h638

Cited by 46 publications

(38 citation statements)

References 15 publications

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“…Indian D Pharm program could be converted similar to Finnish 3-year BSc program which is practice-oriented university degree with quite a good proportion of social, behavioral and administrative sciences, and electives. 27 Also the obligatory 6-months internship is designed to support development of pharmacy practice competences, particularly, patient counseling and medication management skills. 20,27 Another option could be to restructure D Pharm program similar to Danish pharmaconomist (pharmacy assistant) program.…”

Section: Discussionmentioning

confidence: 99%

“…27 Also the obligatory 6-months internship is designed to support development of pharmacy practice competences, particularly, patient counseling and medication management skills. 20,27 Another option could be to restructure D Pharm program similar to Danish pharmaconomist (pharmacy assistant) program. 17 It is a 3-year vocational program mostly based on workplace training coordinated by a training center (Pharmak on) run by the Danish pharmacy owners association.…”

Section: Discussionmentioning

confidence: 99%

“…The evaluation can involve faculty members, students, practitioners and a wide range of stakeholders with working life experience from different sectors. 27 The current ACPE standards allow colleges and schools to pursue the development of student experiences that will utilize best practices in service learning, plus fulfill the need of introductory practice experiences. 34 To gear up the future pharmacists for new roles, introduction of community service in the pharmacy curriculum for D Pharm and B Pharm courses is suggested.…”

Section: Discussionmentioning

confidence: 99%

“…26 In Finland, both BSc (3 years) and MSc (5 years) of pharmacy can register and practice as pharmacist, however, only pharmacists with a MSc degree may own a community pharmacy. 27 Both the bachelors and masters programs have personal study plan which is approved by the professor or other nominated senior instructor. The personal study plan gives flexibility to the students to choose their area of interest.…”

Section: Pharmacy Education In Finlandmentioning

confidence: 99%

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Public Health and Patient Care Aspects in Indian Pharmacy Curricula: a Comparison with USA, Finland and Denmark.

Venkata¹,

Kielgast²,

Udhumansha³

et al. 2016

IJPER

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Aim(s):This study was designed to compare Indian pharmacy curricula with Pharmacy curriculum of USA, Finland and Denmark to assess differences with a focus on pharmaceutical policies and public health, patient care and pharmacy practice aspects in the programs. Study Design: This is a programmatic research conducted between March 2013 and August 2014. Methods: Curricula of pharmacy programs leading to registered pharmacist in India, USA, Finland and Denmark were selected. By using conversion references, all curricula were converted into number of hours-format to make them comparable. The curriculum contents were divided into four core areas and number of hours were collated and analyzed. Results: The proportions of 4 core areas remarkably vary between the curricula assessed. Diploma in Pharmacy (D Pharm) and Bachelor of Pharmacy (B Pharm) programs in India are allocating about 60% of total time to pharmaceutical sciences against National Association of Boards of Pharmacies's (NABP) Pharmacy Curriculum Outcomes Assessment (PCOA) recommended 30%. D Pharm curriculum is covering 12% (175 hours), B Pharm and Doctor of Pharmacy (Pharm D) cover 8% (315 hours and 462 hours, respectively) against PCOA recommended 22% of social/behavioral/administrative sciences. Indian D Pharm covers 8% (125 hours) and BPharm 2% (90 hours) of clinical sciences, while Indian Pharm D covers 36% which is in par with PCOA recommendation (32%). Finnish and Danish curricula have more electives when compared to Indian curricula. Pharmaceutical policy and public health topics are least allocated in all the programs studied. Conclusion: Indian and US Pharm D programs contain most and Indian D Pharm and B Pharm least public health and patient care aspects. Consequently, India has high number of trained pharmacists, but curriculum is industry focused, although they work in community pharmacies. It is important that the workforce and competency needs of pharmaceutical industry are met. It would be useful to have an alternative curriculum line focusing on patient care and pharmacy practice aspects in Indian D Pharm and B Pharm programs. Further research is needed to assess how well current D Pharm, B Pharm and Pharm D curricula prepare graduating pharmacists to contribute to public health and patient care. This study is first of its kinds, it will be helpful to statutory authorities and curriculum reform committees in India and other countries where pharmacists' role is continuing to evolve towards inclusion of public health and patient care.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Pharmacy Education In Finlandmentioning

confidence: 99%

See 2 more Smart Citations

Public Health and Patient Care Aspects in Indian Pharmacy Curricula: a Comparison with USA, Finland and Denmark.

Venkata¹,

Kielgast²,

Udhumansha³

et al. 2016

IJPER

View full text Add to dashboard Cite

show abstract

“…In Finland, graduates with the bachelor or master of science in pharmacy are eligible to practice as pharmacists, however, only pharmacists with a master's degree may own a community pharmacy. 17 In addition to the Bologna Process, education at the Faculty of Pharmacy has been enhanced continuously based on needs arising from external and internal evaluations. [18][19][20][21] For example, in the 1990s, the number of pharmacy practicerelated courses, such as pharmacotherapy, was increased, and more student-centered teaching methods and problem-based learning were applied to the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Curriculum Reform in Finnish Pharmacy Education

Katajavuori¹,

Hakkarainen²,

Kuosa³

et al. 2009

Am J Pharm Educ

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Objective. To improve pharmacy education through integrating theory and practice, coherent constructively aligned course entities, and enhanced deep-level learning. Design. The reform was conducted collaboratively with faculty and staff members, students, and stakeholders in pharmacy. The curriculum, syllabus, and teaching methods were assessed through evaluations and research, conducting core content analyses, and measuring the workload of pharmacy education courses. The new curriculum, launched in August 2005, consists of 6 strands, comprised of different courses which run through the entire program. Assessment. Three years after the introduction of the reformed curriculum, the results of the reform are being evaluated. Ongoing assessments of teaching and learning will reveal how the education at the faculty level has developed since the reform. These assessment procedures are an integral part of the faculty's quality assurance program. Conclusion. The integration of practical training and theoretical studies was improved with personal study plans introduced to enhance students' learning.

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A system approach to dispensing errors: a national study on perceptions of the Finnish community pharmacists

2008

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Providing Patient Care in Community Pharmacies: Practice and Research in Finland

Cited by 46 publications

References 15 publications

Public Health and Patient Care Aspects in Indian Pharmacy Curricula: a Comparison with USA, Finland and Denmark.

Public Health and Patient Care Aspects in Indian Pharmacy Curricula: a Comparison with USA, Finland and Denmark.

Curriculum Reform in Finnish Pharmacy Education

A system approach to dispensing errors: a national study on perceptions of the Finnish community pharmacists

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