Role of Pharmaceutical Personnel in Promoting Rational Use of Medicines 109 – PST05105 Rational Use of Medicines

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NTA Level 5 • Semester 1 • PST05105

Role of Pharmaceutical Personnel in Promoting Rational Use of Medicines 109

Rational Use of Medicines • Source Session/Topic 15
Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability.

Session 15: Role of Pharmaceutical Personnel in Promoting Rational Use of

Medicines 109

Background

There is currently an ever increasing demand for pharmaceutical personnel

in Tanzania. This is due to expanding investment in public and private

pharmaceutical sector. Shortage of trained pharmaceutical human resource

contributes to poor quality of pharmaceutical services and low access to

medicines in the country (GIZ, 2012).

Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together

with Development Partners (DPs) in Germany and Pharmaceutical Training

Institutions (PTIs)worked together to address the shortage of human

resource for pharmacy by designing a project named “Supporting Training

Institutions for Improved Pharmaceutical Services in Tanzania” in order to

improve quality and capacity of PTIs in training, particularly of lower

cadre pharmaceutical personnel.

The Pharmacy Council formed a Steering committee that conducted a

stakeholders workshop from18th to 22ndAugust 2014 in Morogoro to initiate

the implementation of the project.

Key activities in the implementation of this project included carrying out

situational analysis, curriculum review and harmonization, development of

training manual/facilitators guide, development of assessment plan,

training of trainers and supportive supervision.

After the curricula were reviewed and harmonized, the process of developing

standardized training materials was started in August 2015 through Writer’s

Workshop (WW) approach.

The approach included two workshops (of two weeks each) for developing

draft documents and a one-week workshop for reviewing, editing and

formatting the sessions of the modules.

The goals of Writers Workshops were to build capacity of tutors in the

development of training materials and to develop high-quality, standardized

teaching materials.

The training package for pharmacy cadres includes a Facilitator Guide,

Assessment plan and Practicum. There are 12 modules for NTA level 4 making

12 Facilitator guides and one Practicum guide.

Acknowledgment

The development of standardized training materials of a competence-based

curriculum for pharmaceutical sciences has been accomplished through

involvement of different stakeholders.

Special thanks go to the Pharmacy Council for spearheading the

harmonization of training materials in the pharmacy after noticing that

training institutions in Tanzania were using different curricula and train

their students differently.

I would also like to extend my gratitude to Christian Social Service

Commission (CSSC) for their tireless efforts to mobilize funds from

development partners. Special thanks to Multi Actors Partnership (MAP)

for the financial and technical support.

Particular thanks are due to those who led this important process to its

completion, Centre for Education Development in Health Arusha (CEDHA), Ms.

Diana Gamuya, Mr. Dickson Mtalitinya and Members from the secretariat of

National Council for Technical Education (NACTE) for facilitating the

process.

Finally, I very much appreciate the contributions of the tutors and content

experts representing PTIs, hospitals, and other health training

institutions. Their participation in meetings and workshops, and their

input in the development of this training manual/facilitators guide have

been invaluable.

These participants are listed with our gratitude below:

Ms. Elizabeth Shekalaghe Registrar, Pharmacy Council of Tanzania

Dr. Catherine Jincen Principal, CEDHA

Dr. Saitore Laizer Deputy Principal, CEDHA

Dr. Sungwa N. Kabissi Project Manager – MAP, CSSC

Ms. Diana Gamuya CEDHA

Ms. Emily Mwakibolwa Pharmacy Council

Ms. Tumaini H. Lyombe MUHAS

Ms. Dilisi J. Makawia KSP

Director of Human Resources Development

Ministry of Health, Community Development, Gender, Elderly and Children

Introduction

Module Overview

This module content is a guide for tutors of Pharmaceutical schools for

training of students. The session contents are based on sub-enabling

outcomes and their related tasks of the curriculum for Basic Technician

Course in Pharmaceutical Sciences. The module sub-enabling outcomes and

their related tasks are as indicated in the in the Basic Technician

Certificate in Pharmaceutical Sciences (NTA Level 5) Curriculum

Target Audience

This module is intended for use primarily by tutors of pharmaceutical

schools. The module’s sessions give guidance on the time, activities and

provide information on how to teach the session. The sessions include

different activities which focus on increasing students’ knowledge, skills

and attitudes.

Organization of the Module

The module consists of fifteen (15) sessions; each session is divided into

several parts as indicated below:

• Session Title: The name of the session
• Total Session Time: The estimated time for teaching the session,

indicated in minutes

• Pre-requisites: A module or session which needs to be covered before

teaching the session.

• Learning Tasks: Statements which indicate what the student is expected to

learn by the end of the session

• Resources Needed: All resources needed for the session are listed

including handouts and worksheets

• Session Overview: The session overview box lists the steps, time for each

step, the activity or method used in each step and the step title

• Session Content: All the session contents are divided into steps. Each

step has a heading and an estimated time to teach that step as shown in

the overview box. Also, this section includes instructions for the tutor

and activities with their instructions to be done during teaching of the

contents

• Key Points: Key messages for concluding the session contents at the end

of a session This step summarizes the main points and ideas from the

session, based on the learning tasks of the session

• Evaluation: The last section of the session consists of short questions

based on the learning tasks to check the understanding of students.

• Handouts: Additional information which can be used in the classroom while

teaching or later for students’ further learning. Handouts are used to

provide extra information related to the session topic that cannot fit

into the session time. Handouts can be used by the students to study

material on their own and to refer to them after the session. Sometimes,

a handout will have questions or an exercise for the participants

including the answers to the questions.

Instructions for Use and Facilitators Preparation

• Tutors are expected to use the module as a guide to train students in the

classroom and skills laboratory

• The contents of the modules are the basis for teaching and learning

dispensing.

• Use the session contents as a guide
• The tutors are therefore advised to read each session and the relevant

handouts and worksheets as preparation before facilitating the session

• Tutors need to prepare all the resources, as indicated in the resource

section or any other item, for an effective teaching and learning process

• Plan a schedule (timetable) of the training activities
• Facilitators are expected to be innovative to make the teaching and

learning process effective

• Read the sessions before facilitation; make sure you understand the

contents in order to clarify points during facilitation

• Time allocated is estimated, but you are advised to follow the time as

much as possible, and adjust as needed

• Use session activities and exercises suggested in the sessions as a guide
• Always involve students in their own learning. When students are

involved, they learn more effectively

• Facilitators are encouraged to use real life examples to make learning

more realistic

• Make use of appropriate reference materials and teaching resources

available locally

Preparation with Handouts and Worksheets

• Go through the session and identify handouts and worksheets needed for

the session

• Reproduce pages of these handouts and worksheets for student use while

teaching the session. This will enable students to refer to handouts and

worksheets during the session in the class. You can reproduce enough

copies for students or for sharing

• Give clear instructions to students on the student activity in order for

the students to follow the instructions of the activity

• Refer students to the specific page in the student manual as instructed

in the facilitator guide

Using Students Manual When Teaching

• The student manual is a document which has the same content as the

facilitator guide, which excludes facilitator instructions and answers

for exercises.

• The student manual is for assisting students to learn effectively and

acts as a reference document during and after teaching the session

• Some of the activities included in facilitator guide are in the student

manual without facilitator instructions

Abbreviations/Acronym

STG’s Standard treatment guidelines

EML Essential medicines list

OTC Over the counter

TFDA Tanzania food and drug authority

NEMLT National essential medicine list

WHO World health organization

EM Essential medicine

INN International non-proprietary name

CME Continue in – service medical education

RA Regulatory authority

DIC Drug information center

DTC Drug therapeutic committee

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