Shanableh Sawsan, Zainal Hadzliana, Alomar Muaed, Palaian Subish
Discipline of Clinical Pharmacy, School of Pharmaceutical Sciences, University Sains Malaysia, Penang, Malaysia.
Department of Clinical Sciences, College of Pharmacy and Health Sciences, Ajman University, Ajman, United Arab Emirates.
J Pharm Policy Pract. 2025 May 30;18(1):2509223. doi: 10.1080/20523211.2025.2509223. eCollection 2025.
This study aimed to assess the impact of a self-developed educational intervention on the knowledge, attitude, practice, barriers, and facilitators of pharmacovigilance (PV) among hospital pharmacists in Dubai.
Pharmacists from three hospitals attended an education intervention (PowerPoint presentation and hands-on session) on PV and were continuously followed up using WhatsApp for 6 months. The module's impact was assessed using a questionnaire at baseline, 3, and 6 months post-intervention. The median (IQR) scores of the individual Likert-type questions were compared with the demographic variables using Mann-Whitney and Kruskal Wallis tests, correlation using Spearman's test and Pearson's R (Interval by Interval) test, and Wilcoxon Signed Rank test was used compare the pre-post scores at alpha = 0.05.
Of the 60 participants, upon intervention, the total knowledge scores improved from 14 (12-15)/18 at baseline to 17 (16-18) at 3 months, = <0.001, and 18 (17-18) at 6 months, = <0.001, the attitude scores improved from 25 (23-26)/30 at baseline to 27 (26-29) at 3 months, = <0.001, and 28 (27-29) at 6 months, = <0.001, and the practice score improved from 9 (7-11)/24 at baseline to 9.5 (8-11) at 3 months, = <0.001, and 10 (8-11) at 6 months, = <0.001. Similar improvements were seen for factors encouraging ADR reporting and minimisation of barriers. The intervention had a significant impact on enhancing the knowledge of participants with age groups of 20-29 and 30-39 as indicated by the results of the Spearman correlation test ( = 0.001(r = 0.854), = 0.003 (r = 0.468)) respectively.
The study findings highlighted that educational intervention effectively enhances knowledge, attitude, and practice of pharmacovigilance among hospital pharmacists. Though the first of its kind this study outcome could have been influenced by external factors interfering with the outcome measures. Upon customisation, this module can be utilised by health professionals to improve pharmacovigilance practices in their settings.
本研究旨在评估一项自主开发的教育干预措施对迪拜医院药剂师在药物警戒（PV）知识、态度、实践、障碍及促进因素方面的影响。
来自三家医院的药剂师参加了关于药物警戒的教育干预（幻灯片演示和实践课程），并通过WhatsApp持续随访6个月。在干预前、干预后3个月和6个月使用问卷评估该模块的影响。使用曼-惠特尼检验和克鲁斯卡尔-沃利斯检验将各个李克特式问题的中位数（四分位距）得分与人口统计学变量进行比较，使用斯皮尔曼检验和皮尔逊相关系数（区间对区间）检验进行相关性分析，并使用威尔科克森符号秩检验在α = 0.05的水平下比较前后得分。
60名参与者中，干预后，总知识得分从基线时的14（12 - 15）/18提高到3个月时的17（16 - 18），P < 0.001，6个月时为18（17 - 18），P < 0.001；态度得分从基线时的25（23 - 26）/30提高到3个月时的27（26 - 29），P < 0.001，6个月时为28（27 - 29），P < 0.001；实践得分从基线时的9（7 - 11）/24提高到3个月时的9.5（8 - 11），P < 0.001，6个月时为10（8 - 11），P < 0.001。在鼓励药品不良反应报告和减少障碍的因素方面也有类似改善。斯皮尔曼相关性检验结果表明，干预对年龄在20 - 29岁和30 - 39岁的参与者的知识提升有显著影响（分别为P = 0.001（r = 0.854），P = 0.003（r = 0.468））。
研究结果突出表明，教育干预有效提高了医院药剂师在药物警戒方面的知识、态度和实践。尽管本研究是同类研究中的首个，但该研究结果可能受到干扰结果测量的外部因素影响。经定制后，该模块可供卫生专业人员用于改善其所在机构的药物警戒实践。
