Evolution of a Natural Products and Nutraceuticals Course in the Pharmacy Curriculum

Pharmacist and Student Knowledge and Perceptions of Herbal Supplements and Natural Products

We aimed to collect parallel perspectives from pharmacists and pharmacy students on their use, knowledge, attitudes, and perceptions about herbal supplements/natural products. Two cross-sectional descriptive survey questionnaires-one focusing on pharmacists and the other focusing on pharmacy students-were administered from March to June 2021 via Qualtrics. The surveys were sent out to preceptor pharmacists and pharmacy students currently enrolled at a single U.S. school of pharmacy. The questionnaires were composed of five main sections, including (1) demographics; (2) attitudes/perceptions; (3) educational experience; (4) resource availability; and (5) objective knowledge of herbal supplements/natural products. Data analysis primarily utilized descriptive statistics with relevant comparisons across domains. A total of 73 pharmacists and 92 pharmacy students participated, with response rates of 8.8% and 19.3%, respectively. A total of 59.2% of pharmacists and 50% of pharmacy students stated they personally used herbal supplements/natural products. Most respondents (>95% for both groups) considered vitamins/minerals safe, although a lower percentage agreed on this for herbal supplements/natural products (60% and 79.3% for pharmacists and pharmacy students, respectively). Patient inquiries in the pharmacy setting were most seen for vitamin D, zinc, cannabidiol, and omega-3. A total of 34.2% of pharmacists reported having training in herbal supplements/natural products as a required part of their Pharm.D. training, and 89.1% of pharmacy students desired to learn more. The median score on the objective knowledge quiz was 50% for pharmacists and 45% for pharmacy students. Ultimately, herbal supplements/natural products are recognized by pharmacists/pharmacy students as a consistent and embedded part of pharmacy practice, although there is a need to enhance knowledge and skills in this area.

Pharmacognosy, a Classical Theme Tuned to a Contemporary Melody

Objective. To describe the development of a pharmacognosy course that uses a combination of didactic teaching, team-based projects, and practicum laboratory practice. Methods. A course titled "Pharmacognosy" was developed by applying a three-tier teaching methodology: in the classroom, the basic concepts and principles were introduced in a didactic manner; outside the classroom, students worked in teams and each team created an independent literature-based research project that was submitted as a poster presentation; in the pharmacy practicum laboratory, students worked individually and conducted a quality control experiment comprised of a quantitative analysis of an herbal product. Results. During the seven-year course implementation, 1091 first-year PharmD students participated in the course. Their performance was consistently satisfactory. On average, 30% of students in each class received a grade of "A" and teams received a "B" and above on their projects. Conclusion. The pharmacognosy course, equipped with concurrent teaching methods, implemented with a group research project, and reinforced by practicum laboratory experience, has reached the original goal of introducing a classical topic in an updated and contemporary fashion to meet the requirement of integrated pharmacy education and practice.

Complementary and alternative medicine education in U.S. schools and colleges of pharmacy

INTRODUCTION

The objective of this survey is to provide an update on the state of complementary and alternative medicine (CAM) education and describe instructional and assessment methods across schools and colleges of pharmacy.

METHODS

One hundred thirty-five schools of pharmacy were contacted to participate in a survey describing the incorporation of CAM education into their respective curricula. The survey also inquired about perceived barriers and future plans for CAM-related courses.

RESULTS

Ninety-six schools responded to the survey (71.1%), with all schools reporting that CAM is incorporated into the curriculum. Topics covered, teaching strategies, and assessment methods varied among the 74 elective and 116 required courses described. Respondents listed lack of evidence to support CAM use as the most common barrier to CAM education, and 50% of respondents reported plans for expansion of CAM education at their schools.

CONCLUSIONS

CAM education in pharmacy curricula has grown over the last decade, but remains varied in topics taught and teaching methods.