药物警戒模块评估：一项关于药学专业学生知识、态度和实践的干预性研究。
Assessment of a Pharmacovigilance Module: An Interventional Study on Knowledge, Attitude, and Practice of Pharmacy Students.
作者信息
Palaian Subish, Ibrahim Mohamed Izham Mohamed, Mishra Pranaya, Shankar Pathiyil Ravi
机构信息
Department of Clinical Sciences, College of Pharmacy and Health Sciences, Ajman University, Ajman, UAE.
Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar.
出版信息
J Pharm Bioallied Sci. 2021 Apr-Jun;13(2):248-255. doi: 10.4103/jpbs.JPBS_528_20. Epub 2021 May 26.
BACKGROUND
The aim of the study was to assess the impact of a pharmacovigilance module on the knowledge, attitude, and practice (KAP) of pharmacy students and elucidate their feedback on the module.
METHODOLOGY
Bachelor of pharmacy students at Pokhara University, Nepal, were assessed for their baseline KAP on drug safety and related issues using a KAP questionnaire (Cronbach alpha 0.70) consisting of 25 questions. Students' baseline KAP was assessed and after that, they were grouped into either control (2 and 4 year) or test (1 and 3 year) groups. The later received the pharmacovigilance training in three 1-h sessions spread over 6 months at 0, 90, and 180 days; the sessions covered introduction to pharmacovigilance, theoretical aspects of pharmacovigilance, and adverse drug reaction reporting procedures. KAP scores and student feedback were analyzed at 5% significance level.
RESULTS
A total of 124 students (control = 56 and test = 68) were studied. The median (interquartile ranges [IQRs]) of the baseline scores prior to grouping the students into control and test groups was 20 (18.25-21.00) for knowledge, 19.5 (18.00-21.00) for attitude/practice, and 39 (37.00-41.00) for the total score. Males ( = 81) had a slightly higher median score of 40 (37-42) than females ( = 43), who had a median score of 38 (36-41). The KAP score for the control group was 40 (38-42) at baseline, 42 (20-44) during first follow-up, 41.5 (40-44) during second follow-up, and 41 (39-44.5) during third follow-up. For the test group, upon intervention, the KAP scores improved from 39 (36.25-40.75) at baseline to 42 (39.50-44.00) at the 1 follow-up, 43 (41-45) at the 2 follow-up, and 44 (42-45) at the 3 follow-up ( < 0.001). The median feedback score (IQR) was 86 (81.5-90.0).
CONCLUSIONS
Pharmacy students had good attitude/practice scores and relatively poor knowledge scores at baseline, which improved postintervention. Student feedback about the module was positive.
背景
本研究的目的是评估药物警戒模块对药学专业学生的知识、态度和实践（KAP）的影响，并阐明他们对该模块的反馈。
方法
使用包含25个问题的KAP问卷（Cronbach阿尔法系数为0.70）对尼泊尔博卡拉大学的药学专业本科学生进行药物安全及相关问题的基线KAP评估。评估学生的基线KAP后，将他们分为对照组（二年级和四年级）或试验组（一年级和三年级）。试验组在0、90和180天接受为期6个月的三次1小时的药物警戒培训；培训内容包括药物警戒介绍、药物警戒理论方面以及药品不良反应报告程序。在5%的显著性水平上分析KAP得分和学生反馈。
结果
共研究了124名学生（对照组 = 56名，试验组 = 68名）。在将学生分为对照组和试验组之前，基线得分的中位数（四分位间距[IQR]）分别为：知识方面20（18.25 - 21.00），态度/实践方面19.5（18.00 - 21.00），总分方面39（37.00 - 41.00）。男性（n = 81）的中位数得分略高于女性（n = 43），分别为40（37 - 42）和38（36 - 41）。对照组的KAP得分在基线时为40（38 - 42），第一次随访时为42（20 - 44），第二次随访时为41.5（40 - 44），第三次随访时为41（39 - 44.5）。对于试验组，干预后，KAP得分从基线时的39（36.25 - 40.75）提高到第一次随访时的42（39.50 - 44.00），第二次随访时为43（41 - 45），第三次随访时为44（42 - 45）（P < 0.001）。反馈得分的中位数（IQR）为86（81.5 - 90.0）。
结论
药学专业学生在基线时态度/实践得分良好，但知识得分相对较差，干预后有所改善。学生对该模块的反馈是积极的。
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