El-Dahiyat Faris, Abu Hammour Khawla, Abu Farha Rana, Manaseer Qusai, Momani Ala'a, Allan Aya
Clinical Pharmacy Program, College of Pharmacy, Al Ain University, Al Ain, United Arab Emirates.
AAU Health and Biomedical Research Center, Al Ain University, Abu Dhabi, United Arab Emirates.
J Pharm Policy Pract. 2023 Apr 13;16(1):56. doi: 10.1186/s40545-023-00561-0.
A limited number of educational interventions among health care providers and students have been made in Jordan concerning the pharmacovigilance. Therefore, the main aim of this study was to evaluate how an educational workshop affected the understanding of and attitudes toward pharmacovigilance among healthcare students and professionals in a Jordanian institution.
A questionnaire was used before and after an educational event to evaluate the pre- and post-knowledge and perception of pharmacovigilance and reporting of adverse drug reactions (ADRs) among a variety of students and healthcare professionals at Jordan University Hospital.
The educational workshop was attended by 85 of the 120 invited healthcare professionals and students (a response rate of 70.8%). The majority of respondents were capable of defining ADRs (n = 78, 91.8%) and pharmacovigilance accurately (n = 74, 87.1%) in terms of their prior understanding of the topic. Around 54.1% of the participants (n = 46) knew the definition of type A ADRs while 48.2% of them (n = 41) knew the definition of type B ADRs. Additionally, around 72% of the participants' believed that only serious and unexpected ADRs should be reported (n = 61, 71.8%), also, 43.5% of them (n = 37) believed that ADRs should not be reported until the specific medication that caused it is known. The majority of them (n = 73, 85.9%) agreed that reporting of ADRs was their responsibility. The interventional educational session has significantly and positively impacted participants' perceptions (p value ≤ 0.05). The most reason for not reporting ADRs as stated by the study participants was the lack of information provided by patients (n = 52, 61.2%) and the lack of enough time to report (n = 10, 11.8%).
Participants' perspectives have been greatly and favorably impacted by the interventional educational session. Thus, ongoing efforts and suitable training programs are required to assess the effect of bettering knowledge and perception on the practice of ADRs reporting.
在约旦，针对医疗保健提供者和学生开展的有关药物警戒的教育干预措施数量有限。因此，本研究的主要目的是评估一次教育研讨会如何影响约旦某机构中医疗保健专业学生和专业人员对药物警戒的理解及态度。
在一次教育活动前后使用问卷调查，以评估约旦大学医院各类学生和医疗保健专业人员对药物警戒及药品不良反应（ADR）报告的知识掌握情况和认知程度。
120名受邀的医疗保健专业人员和学生中有85人参加了此次教育研讨会（回复率为70.8%）。大多数受访者能够根据他们之前对该主题的理解准确界定ADR（n = 78，91.8%）和药物警戒（n = 74，87.1%）。约54.1%的参与者（n = 46）知道A型ADR的定义，48.2%的参与者（n = 41）知道B型ADR的定义。此外，约72%的参与者认为仅应报告严重且意外的ADR（n = 61，71.8%），还有43.5%的参与者（n = 37）认为在导致ADR的具体药物明确之前不应报告。他们中的大多数人（n = 73，85.9%）同意报告ADR是他们的责任。干预性教育课程对参与者的认知产生了显著的积极影响（p值≤0.05）。研究参与者指出不报告ADR的最主要原因是患者提供的信息不足（n = 52，61.2%）以及报告时间不足（n = 10，11.8%）。
干预性教育课程对参与者的观点产生了极大的积极影响。因此，需要持续努力并制定合适的培训计划，以评估改善知识和认知对ADR报告实践的效果。
