Activity 2

Pharmacy Informatics (PHAR 110)

Group # 5

NAME CONTRIBUTION

REYES ,PHOEBE Relevance of community-oriented

education in pharmacy curriculum

POQUIZ, MARVIN Relevance of community-oriented

education in pharmacy curriculum

SERAFICA,MICHELLE Prevalence of the use of complementary

and alternative medicine, Encoding

TEJADA, ZXHARA Prevalence of the use of complementary

and alternative medicine
Name: Michelle D.G Serafica Date: July 16, 2020

Group #: Group 5

Journal Article: Complete the table

Topic 1: Prevalence of the use of complementary and alternative medicine

Bibliography:

E.Ernst.(2000).Prevalence of use of complementary/alternative medicine: a systematic

review. Bulletin of the World Health Organization,78(2),pp.252-257.

P.E. Harris et al., (2012). Prevalence of complementary and alternative medicine (CAM) use
by the general population: a systematic review and update. The International Journal of
Clinical Practice. Blackwell Publishing Ltd.

 Introduction 1. Ernst E. Prevalence of use of

Complementary/alternative medicine (CAM)
has been described as "diagnosis, treatment
and/or prevention which complements
mainstream medicine by contributing to a
common whole, satisfying a demand not met
by orthodoxy, or diversifying the conceptual
frameworks of medicine" (1). Approximately
1500 articles on CAM are published annually
in the literature covered by MEDLINE (2). In
the United Kingdom the market for herbal and
homoeopathic remedies and aromatherapy
oils increased by 41% between 1992 and
1996 (3). In Germany a herbal remedy (St
John's wort) is now the most frequently
prescribed drug for depression. In the USA,
the sales of St. John's wort rose by 2800%
between 1997 and 1998, and the total market
for medicinal botanicals was worth US$ 3.87
billion in 1998 (4). Most experts agree that the
interest in and practice of CAM are driven
mainly by consumer pressure. The
complementary⁄ alternative medicine:
a systematic review. Bull World Health
Org 2000; 78: 252–7.
2. Harris P, Rees R. The prevalence of
complementary and alternative
medicine use among the general
population: a systematic review of the
literature. Complement Ther Med
2000; 8: 88–96
3. Harris P, Finlay IG, Cook A et al.
Complementary and alternative
medicine use by patients with cancer
in Wales: a cross sectional survey.
Complement Ther Med 2003; 11:
249–53.
prevalence of CAM use by defined
populations of patients, e.g. those suffering
from rheumatic diseases (5), acquired
immunodeficiency syndrome (AIDS) (6) or
cancer (1), and paediatric patients (8), is fairly
well established and relatively easy to
quantify. However, it may be more important
to consider the use of CAM in the population
at large, particularly as more than 50% of
CAM users are not ill but evidently employ
CAM in order to prevent illness (9). Reliable
prevalence figures for the general population
could form the basis for much discussion on
CAM, especially as regards its integration into
routine health care. The present article
reports the results of a systematic review,
summarizing the available data on the
prevalence of CAM use among random or
representative samples of general
populations.

 Methods

Studies published prior to 1998 were

identified from two previous systematic
reviews of CAM prevalence (1,2).
Bibliographies of included papers were
checked for further relevant studies. Inclusion
and exclusion Studies were included if they
reported prevalence of CAM use over a 12-
month retrospective period within a
representative general population sample of a
nation or a defined geographical area. Study
titles retrieved by the search were assessed
for inclusion by one reviewer and a sample of
excluded titles was checked by a second
reviewer: no instances of discrepancy were
found. Potentially relevant abstracts and full
texts were assessed by two reviewers and
any discrepancies resolved through
discussion. Data were extracted by one
reviewer and checked by a second. There is
no agreed set of criteria for assessing quality
of health-related surveys, although various
publications have explored issues relating to
the critical review of questionnaire-based
surveys in health research (17-22), and
previous studies of CAM-use prevalence
have commented these issues (2,14,23,24).

Our quality criteria reflect a combination of

aspects of study design, study conduct and
the reporting of results (Box 1).Our first
criterion required papers to reproduce the
CAM survey question(s) verbatim or describe
the CAM question in the text (eg. Explicit
mention of a pilot was sought for all studies,
but routine, government-sponsored surveys
were assumed to have undergone a piloting
phase as this is standard practice and
frequently described in separate,
methodological papers or reports. Adequate
sample size enhances the robustness of the
estimates produced and, if something is
known about expected prevalence prior to the
survey, a sample size calculation can be
performed to ensure adequate numbers for
each item of importance to be measured
(18,20–22). Surveys of CAM use that are part
of wider-scope studies of health behaviour
tend to have large samples, but may not
perform sample size calculations in relation to
item measuring CAM use. Our third criterion
was met if studies reported a sample of at
least 1000, and⁄ or if they reported a sample
size calculation specific to CAM use. Our
fourth criterion was deemed to have been met
if studies reported a response rate of at least
60% (we accepted adjusted or unadjusted
response rates and report these in Table 1).
Our sixth and final quality criterion was
therefore met when studies reported 95%
CIs, or standard errors (SEs) from which the
CI can be calculated, for the main CAM-use
prevalence estimates.

 RESULTS

Fifty-one reports from 49 surveys conducted

in 15 countries met the inclusion criteria. We
extracted 32 estimates of 12-month
prevalence of use of any CAM (range 9.8-
76%) and 33 estimates of 12-month
prevalence of visits to CAM practitioners
(range 1.8–48.7%). Quality of methodological
reporting was variable: 30/51 survey reports
(59%) met four or more of six quality criteria.
Estimates of 12-month prevalence of any
CAM use (excluding prayer) from surveys
using consistent measurement methods
showed remarkable stability in Australia
(49%, 52%, 52%; 1993, 2000, 2004) and
USA (36%, 38%; 2002, 2007).

 Discussion

This is the most comprehensive and

systematic review to date of surveys reporting
the prevalence of CAM use by the general
public. The two previous systematic reviews,
published in 2000 (1,2), together included 18
reports from 17 surveys conducted in nine
countries. Nine reports from the two previous
reviews met the criteria for the current review,
a further 40 surveys were identified yielding
42 further reports; 38 were published during
or post-2000. The enduring popularity of CAM
surveys was also evidenced by the number of
repeat surveys conducted, particularly by
government agencies, in the USA, Australia
and the UK and the resultant data were used
to explore trends in CAM use for this review.
Reports of CAM surveys from many countries
are absent and this partly reflects the
limitation of excluding studies not written in
English.

 Conclusions

There was evidence of substantial CAM use

in the 15 countries surveyed. Where national
trends were discernable because of
consistent measurement, there was no
evidence to suggest a change in 12-month
prevalence of CAM use since the previous
systematic reviews were published in 2000.
Periodic surveys are important to monitor
population-level CAM use. Use of
government- sponsored health surveys may
enhance robustness of population based
prevalence estimates. Comparisons across
countries could be improved by standardising
approaches to data collection

Topic 2: Relevance of community-oriented education in pharmacy curriculum

Bibliography:

Bullen et al., (2019).Community pharmacy as an effective teaching and learning environment:

Student perspectives from a UK MPharm programme, University of Sunderland, Sciences
Complex, Chester Road, Sunderland SR1 3SD, United Kingdom. Currents in Pharmacy
Teaching and Learning 11. pp.902-908.

 Introduction 1. C. Lucas, K. Williams, J. Tudball, R.

Pharmacy programmes aim to ensure
students are able to apply the knowledge and
skills acquired in an academic environment to
their professional practice and are able to
provide safe, effective, and evidence-based
healthcare to patients. Practical experience is
therefore recognized as an essential aspect
Walpola
Community, hospital and industry preceptor
perceptions of their role in experiential
placements – the need for standardization of
preceptor responsibilities and evaluations of
students
Curr Pharm Teach Learn, 10 (11) (2018), pp.
of the education and training of pharmacists 1447-1455
worldwide, and hence is a requirement of
many accreditation bodies. Such training 2. S. Owen, I. Stupans
enables students to learn beyond university
Experiential placements; dissemination and
teaching and participate in a work setting
stakeholder engagement for curriculum
under the supervision of professional
planning action to prepare future pharmacy
practitioners. This provides students with real-
professionals
life contexts to apply taught knowledge and
develop personal attributes and professional J Learn Des, 3 (1) (2009), 10.5204/jld.v3i1.38
skills, with opportunities to determine career
direction and develop contacts with 3. J.R. Mort, T.J. Johnson, D.D. Hedge
employers. Research has highlighted that if
Impact of an introductory pharmacy practice
undergraduate learning is overly focused on
experience on students' performance in an
teaching knowledge and skills, as opposed to
advanced practice experience
experiential learning, it may not prepare
pharmacy graduates for clinical practice. Am J Pharm Educ, 74 (1) (2010),
10.5688/aj740111
 Methods
4. A. Smith, R. Darracott
An electronic questionnaire was selected as
the most appropriate data collection tool. A Modernising pharmacy careers programme.
full literature review did not identify Review of pharmacist undergraduate
appropriate pre-validated questions suitable education and pre-registration training and
to obtain the required data, thus a novel proposals for reform. Report to Medical
questionnaire was subsequently developed. Education England Board

The questionnaire included six demographic Medical Education England, London (April
and background questions to allow for later 2011)Published
comparisons, followed by a series of 20
statements. Statements were either
comments taken directly from the focus group
transcription or were developed from themes
identified during the analysis. A four-point
rating scale was adopted to avoid overly
neutral results. The statements chosen varied
between those demonstrating a positive
opinion and those highlighting a need for
improvement or negative opinion, forcing
respondents to break patterns when
selecting. Students were unable to move onto
the next question without answering the
current question, allowing only completed
questionnaires to be submitted for analysis.

 Results
Students were positive about placement
organization, with over 80% agreeing the
pharmacist and support staff were
enthusiastic and well-prepared. However,
62% of respondents felt they were unable to
interact with patients on placements and
instead spent time completing pre-
determined learning tasks. Seventy-seven
percent felt these tasks limited real “hands-
on” experiences. Although 78% of
respondents believed placements provided a
valuable learning experience, only 18%
thought placements prepared them for post-
graduate employment. Respondents were
asked to agree or disagree with statements
as to how placements could be improved,
selecting all answers that applied.

Most respondents agreed that the

assessment of placements in the form of a
submitted portfolio of tasks was unnecessary.
Students were asked for alternative
assessment methods; 44.9% of respondents
preferred placement assessment that would
reflect that used in the pre-registration year,
with respondents in third and final year most
likely to prefer the introduction of pre-
registration style standards (p = 0.0001,
Cramer's V = 0.168).

 Discussion

Students want to experience a working day in

a clinical environment rather than complete
predefined academic tasks with a restrictive
focus. However, despite negative views
towards placement tasks, some of
respondents agreed that pre-placement tasks
help prepare them for placement, suggesting
that students are willing to complete written
tasks prior to attending their placement in
order to leave a practical focus for the
experience itself.

More respondents agreed that simulating

some placement activities in a university
environment would allow more confident
demonstration of skills during placements.
There are advantages of providing placement
activities across both academic and “real-life”
sites in order to achieve wider learning.
Furthermore, respondents commented
positively that some supervisors had
developed simulated activities for students to
undertake on placement, including reviewing
interesting medicines use reviews. These
“best practice” examples could be shared with
the university and amongst other pharmacist
supervisors, if appropriate networks are put in
place.

 Conclusions

Community pharmacy environments are often

busy and unpredictable, and experiential
learning should be designed to allow better
exposure to clinical practice with less pre-
defined learning. Placements should allow for
more collaborative working between
universities and employers and incorporate
the use of learning standards. This would
represent a move towards a five-year
integrated degree and a better understanding
of the associated challenges involved.