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Pharmacy Education - Science topic

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My lab (microbial & pharmaceutical biotech lab) having purified /semi purified molecules isolated from Microbial cell.
Willing to do collaboration on Bioactivity/Structure characterization.
Our capability - Isolation /purification, analysis of natural molecules (mostly secondary metabolites) from microbial cell
Thankyou
Dr Bibhu Prasad Panda (M. Pharm, PhD)
Associate Professor
School of Pharmaceutical Education & Research, Jamia Hamdard, New Delhi
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Respected Prof.
I can also contribute in in-silico analysis, if there is any.
Thanks
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Sometimes the actual size of the ampoule or vial is too small, so the labeling of the high concentration electrolyte (high alert) becomes difficult and covers the vital information including the expiry date.
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If the vials/ampoules are too small to label something simple like putting them into an alternative container that you can label easily may help. That way important information on the vial/ampoule will not be obscured. 
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Read more about it and give me your opinion;
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Dixon,
Thanks for posing the question. To put things in perspective, Pharmacy has NOT always been clinical in the sense that it is today. When I started out in the mid 80s, collaborative practice agreements were essentially non-existent. Pharmacists weren’t allowed to immunize. In most places, pharmacists weren‘t allowed to write in the chart “for liability issues”. Funny how now if a pharmacist does NOT review a patients meds, that neglect is considered liability! I worked in a behavioral health care facility in the 2000s in which pharmacists STILL did not have access to patient lab data! Yes, pharmacy has come a long way since I first started practicing but we still have a long way to go.
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The partnership is growing between clinical pharmacy education, practice and research areas related to practice of pharmacist. This integration is the highlight in new Elsevier textbook https://www.sciencedirect.com/book/9780128142769/clinical-pharmacy-education-practice-and-research. All clinical pharmacy teachers need to be practitioners and practice with research is evidence-based.
Professor Dixon Thomas
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Pharmaceutical Care, Medication Therapy Management (MTM), and Pharmacists' Patient Care Process (PPCP) are discussed well in the Elsevier textbook Clinical Pharmacy Education, Practice and Research. Authors include global leaders in MTM and PPCP;
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Interprofessional education is important for healthcare system as it is a team work. Looking for ideas / methods which are effective in improving interprofessional skills in healthcare education.
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This is a wonderful question. I typically use focused mentoring within an inter professional team. The interprofessional team research provides a setting where students, fellows, and other trainees gain first hand experience in needed skills such as building and engaging team members, holding colleagues accountable for promised work, negotiating roles and responsibilities on a project, presentation, or paper, and handling disciplinary differences in academic support for team science, culture and communication patterns, and measures of success, .
As challenges emerge, I try to provide opportunities for discussion of both the rewards and challenges of interprofessional team work. More recently, I have been interested in developing resources for trainees in the most important skills needed for interprofessional teams.
Looking for suggestions on resouces for interprofessional training, including any curriculum development on training in interprofessional team research and any program that involve explicit training in the important knowledge and skill domains needed for interprofessional team research.
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As a community Pharmacist, which guideline or resource do you follow for differential diagnosis of common ailments like common cold, allergic rhinitis, and other mild cases ? As well as the established pathway for OTC products to recommend in each of the above mentioned cases ? Do you follow "handbook of nonprescription drugs" or " community pharmacy symptoms diagnosis and treatment" or both combined or something else ?
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There are no guidelines or standards widely accepted for OTC medicines used in community pharmacies, as minor illnesses vary from one region to another. However, you may follow the WHO's brief guidance as you wish. In the UK, three reference books have been used by most pharmacy students and pharmacists:
1. Symptoms in the pharmacy: a guide to the management of common illness. 7th ed. Blenkinsopp A, Paxton P, Blenkinsopp J. Oxford: Wiley-Blackwell; 2014.
*** This book is recommended for pharmacy students and pharmacists, as it provides many good disease and medication points, esp. when to refer patients.
2. Community pharmacy: symptoms, diagnosis and treatment. 4th ed. Rutter P. Edinburgh: Elsevier; 2017.
*** Professor Rutter is an experienced community pharmacist himself and he spent many years writing this book to meet all purposes.
3. Minor illness or major disease. 6th ed. Addison B, Brown A, Edwards R, Gray G. London: Pharmaceutical Press; 2016.
*** It is interesting to see some OTC and P medicines used for both minor and major diseases.
Hope this helps.
Dr Win
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I have researched, and there are many available ways to manage cough in community pharmacy setting, so which resource or reference do you use ?
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I was wondering How do you utilize medicinal chemistry in your daily practice as a community Pharmacist ? or you are no longer utilizing it in any form in your daily practice ?
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If you know one drug is a free acid or free base you can predict what it will react with/precipitate out with in IV solution. Since some community pharmacy practices interface with home infusion, this can be a possible circumstance in which medchem would come into play.
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Does medicinal chemistry in general or knowing the Pharmacophore to be specific will help in the practice of Pharmacists in community Pharmacy ? If so, may you give examples to illustrate this point ? Because I think medicinal chemistry is all related to scientific research and Pharmaceutical companies, not related to the practice of Pharmacists.
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In my opinion it is helpful to know the general structure of the compound classes to understand interactions, side effects etc. For example, if you understand, that the antibiotic tetracyclines are good chelatic binders because of their structure, you will remember more easily to warn the patient to not take it together with 2+ charged ions like Ca2+ and Mg2+. Another example are antihistaminic drugs: If you are familiar with the structure, you will realize the similarity to cholin, meaning these drugs, especially the first generation, show cholinergic action, which explains a lot of the side reactions.
So in my opinion it is important and useful to know the pharmacophore, or at least to be able to recognize and know important key elements of the structure. But of course in the time of databases and computers, which are of course used in the community pharmacy, one could argue that you don't need to know anymore. But honestly I prefer a pharmacist who is not just selling you drugs but also understands their action and side effects.
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Please provide provisional willingness to participate in an international pan-multicenter study in pharmacy education.
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i am interested...pls provide more details
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I'm researching for quantitative statistics and / or scientific papers on the cost of NICU units in Germany (alternatively Europe).
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Please let me know if the references/sites below are helpful to you:
1.  A German national prevalence study on the cost of intensive care ...
https://ccforum.biomedcentral.com/articles/10.1186/cc5952Jun 26, 2007 ... Intensive care unit (ICU) costs account for up to 20% of a hospital's ...... use and cost-generatin factors in a German medical intensive care unit ...
2.  Clinical Benefits, Costs, and Cost-Effectiveness of Neonatal - PLOS 
http://journals.plos.org/plosmedicine/article?id=10.1371/journal.pmed.1000379Dec 14, 2010 ... Joshua Salomon and colleagues performed a cost-effectiveness analysis ... of all relevant factors, including ethical issues, and cost-effectiveness analyses .... Since neonatal intensive care units (NICUs) are the current standard ..... among a German preterm birth
Dennis
Dennis Mazur
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I would like know if in your country the microbiology tools in postmortem investigations are used routinely and if the microbiologist take a part to the autopsy.
In Italy the postmortem investigations are not used routinely.
with regard
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In Spain, forensic microbiology is not used routinely in all autopsied cases. However, we use this ancillary examination in specific cases such as SIDS, sudden death in the young with suspected infection (e.g. meningococcal sepsis, myocarditis) and in all natural or violent deaths where the antecedents, death scenario and autopsy findings suggest an infection. We use also microbiology in cases of alimentary intoxication. The core centre of the forensic microbiology lab is located in Madrid at the National Institute of Toxicology and Forensic Sciences.  
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Particularly with reference to the NHS of UK, it can be said that the general physicians are required to be actively involved in patient care, especially in the case of hospital discharge and rehabilitation after trauma. But to what extent the pharmacist can be involved too? What powers, authorities, and skills can the pharmacist apply to relieve an ailing patient?
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Pharmacists have long had an important,yet often unrecognized  role in primary and secondary health care. There has been studies showing that pharmacists as part of the primary health care team has led to improved glycaemic control in primary care patients. Many pharmacists,unlike doctors,  have not published studies which underly their roles in patient care and hopefully this can be changed.
Pharmacists also provide information to patients about drug use, major adverse reactions, drug interactions. However there role in compliance with medications especially in patients with polypharmacy cannot be over emphasized.
How do we get pharmacists involved? We simply ask them to be involved in quality projects and at the meeting of the heads of various departments requesting what involvement needs to be done.
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We have been noticing increasing medical and medications malpractice , in the recent years and ethics should be incorporated as part and parcel of the Pharmacy curriculum.
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I am impressed with the quality of many of the responses. And I agree fully that ethics are important and should be taught. But I am also concerned about the deteriorating quality with which pharmacokinetics has been taught over the last 40 years. Pharmacists are no longer as capable as they iused to be with regard to carefully individualized drug therapy. So - called "basic pharmacokinetics" simply repeats the obsolete practice of using linear regression on the logs of the serum concentrations.This is a total waste of time, in my view. We need to teach useful clinical PK based not on NONMEM etc., for exaample, but rather on the clearly more capable methods of nonparametric modeling and maaximally precise multiple model dosage design. And this is just as easily taught as Sawchuk Zaske. Then there is the interacting multiple model approach to acutely ill and unstable patients in the ICU. The ITAG5 workshop in Lyon this April is devoted to this, with a combination of MD's and pharmactsts. Go to www.lapk.org and click around. This is what can be done by both MD's and Pharm D's together. This, I would respectfully suggest, is what can be done NOW in pharmacy education. I am attaching one paper giving an overview of this.
Very best regards to all,
Roger Jelliffe
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Why pharmacy profession are not well recognized/not developed in developing countries till 21 century?   
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in addition to all the giving responses, I think pharmacists them selves have a part of responsibility; so they must work to improve their profession and take their place within the healthcare team. 
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Hi everyone. My institution is trying to set up an interdisciplinary education particularly on pharmacy bachelor degree. Do you have any suggestion based on your experience how to start the program? Providing literature or journal explaining the process is also expected. Thank you in advance.
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Dear Zulfan Zazuli
I recomend you a first aproach, working clinical cases that involves/show the participation of different health care professionals in the treatment/care of a patient at the eraly stages of the degree. We are doing in our pharmacy school in the first year of the degree. After in the forth year they will go to hospitals  where we will plan other activities for them with interaction with the physicians and nurses.
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I am developing a lab component for our Pharmacology labs for 3rd year undergrad students in a Biotechnology program. I am having trouble finding 6 labs (3 hours each) to have students perform that my lab is capable of conducting.
Our lab has use of all general equipment and processes (i.e. running gels) and also has Bio-safety level 2 status, a Bio-safety Cabinet, HPLC, Biochemical analyzer, fluorescent microscope, inverted microscope, and CO2 incubator to name a few things.
We have a general mammalian cell culturing lab and an LD50 lab in the works, but if anyone could suggest anything else it would be greatly appreciated.
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hi Shane, as u r developing lab component of pharmacology for biotech undergrad student, i feel "In vitro techniques using isolated tissues and organs in toxicology" can be used as one of lab experiment, i am not sure whether it is appropriate for 3 hrs lab but have a look on the link
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I think the International Conference on Harmonisation of Technical Requirements for Registration of Pharmaceuticals for Human Use, shows no specific definition of these terms
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Dear Zai...
The current definition of the ICH is not clear, in that it refers to another procedure as being permissible to add to the validation exercise in order to make the method specific .
The ICH definition of specificity
pecificity is the ability to assess unequivocally the analyte in the presence of components which may be expected to be present. Typically these might include impurities, degradants, matrix, etc.
Lack of specificity of an individual analytical procedure may be compensated by other supporting analytical procedure(s)
This probably has its roots in the preparatory work of the CPMP in developing this requirement, where both quantitative and qualitative aspects are presented. In any event the second statement in the ICH definition of specificity is at the very least unhelpful, and at its worst confusing to the practising analyst.
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Reflective practice has been utilised in many health professional education, however the research in pharmacy education is scant. I would be interested if other researchers specifically involved in pharmacy education has had any experience with developing tutorial/workshop modules to foster reflective activities.
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Hi Margaret,
Will send my publications to you this week.
Cheers,
Cherie
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I am involved in academics. I have to give projects to my students. So I want to know in-vitro methods that can really help me for primary screening of research molecules.
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This article may be helpful ...they aimed to measure alpha amylase inhibitory activity ..
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Historically, foundational topics are well established in undergraduate pharmacy education. But in a rapidly developing and more complex and integrated health care environment, one should reflect on the status of undergraduate education and whether it is addressing the new and emerging needs at the societal and professional levels. Is it time to consider radical changes in how pharmacy is taught?
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Dear Friends,
I will emphatically say NO!!! Not because I disagree with the concept/idea/practice of introducing "social science" material into the undergraduate pharmacy curriculum, but because it should already have been done --- not should we "start to consider". In 1973, while a student at UCSF School of Pharmacy, I came to recognize that while pharmacy said it was moving from being "product oriented to patient oriented", the academic reality was incongruent with this premise. Thus, I devised, got formally approved, found a professor to teach, and served as the TA for the first psychology course ever formally constructed for and taught to pharmacy students in the US. Seeing that this was over 40 years ago and that we now commonly agree that pharmacy is a "patient-oriented" health care profession, then these academic changes (i.e., inclusion of more social sciences) is not only good and relevant, but LONG OVERDUE!!
Sincerely,
Lou
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Is pharmacognosy important for pharmacy students?
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Whether we like it or not, Pharmacognosy is not a subject of the past, but it has evolved and developed over the years to adapt itself with the changing environment, and is now fit to meet the challenges of the present and the future of drug discovery and development. Thus, the importance of Pharmacognosy in Pharmacy cannot be overemphasized. Pharmacognosy will remain to be a significant and an essential contributor to the knowledge and understanding of drugs and therapies, and thus should be an integral part of any meaningful academic Pharmacy programs world over.
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What is the minimum acceptable number of credit hours of pharmacology that a pharmacy students must learn in the undergraduate level?
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Accoprding to our teaching program, we have totally 68 teaching hours of course work for the students from school of pharmacy, 4 teaching hours/weeks (two lectures). the text book is Basic and clinical pharmacology (11th edition) : Author:Bertram Katzung / Susan Masters / Anthony Trevor Press: McGraw-Hill Medical. Within this text book, 34 chapters have been selected. If you need more details regarding the name and teaching hour for each chapter I can provide you the list by your request. Also, Goodman and Gilman's The Pharmacological Basis of Therapeutics, (12th Edition) Author:Laurence Brunton, Bruce Chabner, Bjorn Knollman is the reference teaching material for the teachers. Good luck.
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Photo of plants at different stages
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Check whether there are published flora of Persia. With clear pictures you could the answers from the local people, after which you would be able to trace the families of the plants and their proper classification.
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Pharmacists and academicians need to distinguish between these terms and strive to use the appropriate language. PC Enthusiasts should at least know the relationship between these terms and know exactly what they are applying and/ or teaching. Some individuals still mix between pharm care and patient counseling. Is it time to have well-informed practitioner rather than generate mediocres?
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Thank you so much for your comments and feedback. Actually I posted the question after having realized the confusion I am referring to among pharmacists and pharmacy students which sometimes frustrates them during practice but particularly when presenting papers or embarking on small scale research on the subject matter. Please see an article by McGivney et al (2003) entitled 'Medication therapy management: its relationship to patient counseling, disease management, and pharmaceutical care' which provides a nice discussion about the terms and also look at the recent book on Medication Management Services, which we use as reference innour pharmacy undergraduate program. This reference in particular continues on the path of the first edition and provides a comprehensive coverage to the PC practice, including a section about the terms and the links between them). While terms and definitions sound too academic, I think they should be addressed, discussed, and explained to our students as early as possible lest they become sources of frustration and confusion.