1. Why study Management in Pharmacy School?

 There is certainly an important factor in studying Management in Pharmacy School and this are the role for
applying self-management skills and in managing a pharmacy practice successfully requires a unique set of skills.
 Through the inclusion of these skills in the curriculum, pharmacy schools and colleges are preparing students to
handle managerial issues and concerns that happen daily at their workplace.

2. Brief Historical Overview of Pharmacy Practice

* In the Early Twentieth Century

 Pharmacy in the United States began in the twentieth century much like it existed in the latter 1800s.
 Pharmacy was, at best, a “marginal” profession.
 Most practitioners entered the occupation through apprenticeship rather than formal education.
 The pharmacist’s principal job function was described as the “daily handling and preparing of remedies in
common use” (Sonnedecker, 1963, p. 204).
 Pharmacists’ primary roles were to procure raw ingredients and extemporaneously compound them into drug
products for consumer use.
 There was no clear distinction between “prescription” and “non-prescription” drugs.
 Pharmacists were not precluded from dispensing preparations without a physician’s order.
 Consumers commonly relied on their pharmacists’ advice on minor ailments and often entrusted the nickname of
“doc” to their neighbourhood pharmacist (Hepler, 1987).
 The products they dispensed were prefabricated by manufacturers, pharmacists had to be expert at managing
inventories of bulk chemicals and supplies used in compounding the preparations they dispensed.

* In the Middle of Twentieth Century

 The 1940s through the 1960s often have been referred to as the “era of expansion” in health care (Relman, 1988).
 Pharmacists began to see their roles diminish during this era of expansion.
 Mass production of prefabricated drug products in tablet, capsule, syrup, and elixir dosage forms, thus
significantly reducing the need for pharmacists to compound prescription orders. The passage of the Durham-
Humphrey Amendment to the Food, Drug, and Cosmetic Act in 1951 created a prescription, or “legend,” category
of drugs.
 Pharmacists did not have the ability to dispense these drugs without an order from a licensed prescriber.
 A fifth year of education was added to the 4-year baccalaureate degree by colleges and schools of pharmacy
during the late 1940s and early 1950s following the AACP Committee on Curriculum report entitled, “The
Pharmaceutical Curriculum” (Hepler, 1987).
 It was during this time that pharmacology, pharmaceutics, and physical chemistry matured as disciplines and
became the fabric of pharmacy education.
 Pharmacy students were required to memorize an abundance of information about the physical and chemical
nature of drug products and dosage forms.

* In the later Part of the Twentieth Century

 The era of expansion slowed in the 1970s when society began experiencing “sticker shock” from the monies
being spent on health care.
 Congress passed the Health Maintenance Act of 1973, which helped to pave the way for health maintenance
organizations (HMOs) to become an integral player in the delivery of health care services.
 Governments, rather than the private sector, took the lead in attempting to curb costs when they implemented a
prospective payment system of reimbursement for Medicare hospitalizations based on categories of diagnosis-
related groups (Pink, 1991).
 In 1948, the 6-year Doctor of Pharmacy (Pharm.D.) degree became the only entry-level degree offered by a small
number of colleges of pharmacy during as early as the late 1960s and early 1970s. The additional year was
devoted mostly to therapeutics or “disease-oriented courses” and experiential education. Eventually, the Doctor of
 Pharmacy degree become the entry-level degree into the profession, and colleges of pharmacy eventually began to
phase out baccalaureate programs (American Association of Colleges of Pharmacy, 1996).
 The trends begun by leaders and academicians in the field toward a more clinical practice approach may appear to
be an ill-conceived response to recent changes in the delivery of health care.
 In the year 2005, mail-order pharmacy operations had secured 19.1 percent of the market share (in sales revenue)
for outpatient prescription drugs (National Association of Chain Drug Stores, 2006).

3. What is Management?

 A process which brings together resources and unites them in such a way that, collectively, they achieve goals or
objectives in the most efficient manner possible.
 “manage” to control the movement or behaviour of, to lead or direct, or to succeed in accomplishing
 An art of maximizing productivity by using and developing people’s talent, while proving them with self-
enrichment and opportunities for growth.
 Pursuit of organizational goals efficiently and effectively by integrating the work of people through planning,
organizing, leading and controlling the organization’s resource

4. What is the Management Process?

Fayol’s management functions can be adapted to describe what managers do in today’s world. There are three dimensions
of management:
1. Activities that managers perform
2. Resources that managers need
3. Levels at which managers make decisions

Reference:

Desselle, S., & Zgarrick, D. Pharmacy Management: Essentials For All Practice Settings (2009) Retrieved from
http://www.al-edu.com/wp-content/uploads/2013/12/PharmacyManagement .pdf.pdf?
fbclid=IwAR3EVHfDSyhy6A6K05VUUrpWnp0jiwopTeb-GpOoTY43VFv9O8NPFJW0LY8
 Our Lady of Fatima University Laguna

In Partial Fulfillment of the Necessities In

Pharmaceutical Management and Leadership

Submitted to: Mam Bernadette Mendoza

Submitted by: Ma. Corazon Roselle T. Reforma

PH1Y2-1

November 2019
 Our Lady of Fatima University Laguna

In Partial Fulfillment of the Necessities In

Introduction to Health Care System

Submitted to: Mam Bernadette Mendoza

Submitted by: Ma. Corazon Roselle T. Reforma

PH1Y2-1

November 2019
 1. What is Pharmaceutical Care?

- is a philosophy of practice in which the patient is the primary beneficiary of the pharmacist’s actions.
Pharmaceutical care focuses the attitudes, behaviours, commitments, concerns, ethics, functions, knowledge, responsibilities
and skills of the pharmacist on the provision of drug therapy with the goal of achieving definite therapeutic outcomes toward
patient health and quality of life.

2. What are the Outcomes & Basic Elements?

Outcomes are as follows:

 Counsel patients through drug therapy
 Screening medication error of prescription
 Monitoring patients drug therapy in order to detect drug related problem for solving or preventing the drug-related
problem
 Do medication reconciliation process

Basic Elements:
 Patient oriented
 Both acute and chronic problems addressed
 Offering continuous care in systematic way
 Highly accountable and responsible
 Emphasis on optimizing patents’ health quality of life
 Emphasis on patient`s health education and health promotion

3. What are the Functions of Pharmacist?

 the quality of medicines supplied to patients

 ensuring that the supply of medicines is within the law
 ensuring that the medicines prescribed to patients are suitable
 advising patients about medicines, including how to take them, what reactions may occur and answering patients'
questions
 supervise the medicines supply chain and ensure pharmacy premises and systems are fit for purpose
 advise other healthcare professionals about safe and effective medicines use and safe and secure supply of
medicines
 respond to patients' symptoms and advise on medicines for sale in pharmacies
 provide services to patients, such as smoking cessation, blood pressure measurement and cholesterol management
 supervise the production and preparation of medicines and assessments of quality of medicines before they are
supplied to patients from pharmaceutical manufacturers.

4. What are the Types of Pharmaceutical Care?

* SOAP
- used most often by medical practitioners; however, when used within the pharmaceutical care context, the
content of the sections must be revised to match the pharmacist’s legal scope of practice.

S - subjective findings: chief complaints and duration or severity of symptoms.

O - objective findings: laboratory data, weight, height, blood pressure, and pulse.
A - assessment: Diagnosis or possible explanations for the patients’ medical problems.
P - plan: Drug regimen or surgical procedure

* CORE

C - Condition or patient need, it may include nonmedical conditions or need and is thus not a reiteration of the
current medical problem.
O- outcome, desired for the condition or needs.
 R - regimen to achieve desired outcome
E - evaluation parameter to assess outcome achievement

* FARM

- FARM progress notes to describe and document the interventions intended or provided by the pharmacist

F – Findings
- the patient specific information
A – Assessment
- the pharmacist’s evaluation of findings
R - resolution (including prevention)
- the intervention plan includes actual or proposed actions by the pharmacist
M - monitoring and follow up.
- the parameters and timing of follow up monitoring to assess the efficacy, safety and outcome of the
intervention

* PRIME Pharmacotherapy plan

- The goal of PRIME is to identify actual or potential problems that could compromise the desired patient
outcomes

P - Pharmaceutical based problems, it assesses for incorrect:

- dose - route - duration - form - timing - frequency - monitoring
R - Risk to patient, it assesses for:
- known contradictions - patient medication allergy - drug-induced problems
- improper utilization - common/serious adverse effects - medication error contradictions
I - Interaction, it assesses for:
- drug-drug - drug- disease - drug-food - drug-lab
M - Mismatch, it assesses for:
- Medications used without indication
- Indication, condition or complaint untreated
- Actual barriers to implementation of medication or behaviour regimens
E - Efficacy issues, it assesses for:
- Too much correct drug
- Minimal or no evidence of therapeutic effectiveness
- Medication availability considerations

References:

https://apps.who.int/medicinedocs/en/d/Jh2995e/2.2.html

https://www.slideshare.net/DrAkram02/pharmaceutical-care

http://www.tjps.pharm.chula.ac.th/ojs/index.php/tjps/article/view/111/69/

https://www.slideshare.net/saharsafdar7/pharmaceutical-care-33607699