Salha Jokhab, Msc 222 PHCL

1. Pharmaceutical Care Concept Salha Jokhab, Msc222 PHCL

2. Objectives • To differentiate between occupation and profession. • The hallmarks characteristic of profession. • Factors that threatened pharmacy as a profession. • Factors that provided the pharmacy profession with valuable opportunity(reprofessionalization).

3. Occupations vs. Professions

4. Occupations vs. Professions • Occupation does not need any extensive training and specialized knowledge. • Drivers, clerks. • Needs extensive training and specialized knowledge and has to undergo higher education. • Doctors, engineers. Occupation Profession

5. Profession • A profession is An occupation whose core element is work based upon the mastery of a complex body of knowledge and skills. Teaching and Learning in Medicine, 16(1), 74–76

6. Pharmacy as a profession • Charles D. Hepler, a pharmacist and pharmacy professor at the University of Florida, wrote extensively about pharmacy and its professional status in the 1980s and 1990s.

7. Pharmacy as a profession Three basic Characteristics have become the hallmarks of profession: • The services offered are closely linked to major human values, such as health, property, or religion. • The services are inherently personal or individualized in nature, meaning that they cannot be readily standardized or mass-produced.

8. Pharmacy as a profession Three basic Characteristics have become the hallmarks of profession: • The services require a degree of Knowledge, skills, and understanding beyond those possessed by ordinary people of the day.

9. Pharmacy as a profession(20th century) • Amendment of the Food, Drug and cosmetic ACT required pharmaceutical manufacturers to spend millions of dollars in premarket testing of drugs, and advances in technology allowed mass production of ready-to-dispense tablets, capsules, suppositories, liquids, and injectables.

10. Pharmacy as a profession(20th century) • Prescriptions became so standardized that some pharmaceutical companies gave physicians preprinted prescriptions complete with drug name, quantity to dispense, and directions. • As Hepler noted, the only individualization was the patient's name and the prescription number.

11. Pharmaceutical care as reprofessionalization • The same development that threatened pharmacy- the industrialization of the pharmaceutical industry in the 1st half of the 20th century-also provided the profession with valuable opportunity.

12. Pharmaceutical care as reprofessionalization • The pathophysiology of many disease states were not well understood. • The efficacious drugs were few. • Antibiotics were not yet available.

13. Pharmaceutical care as reprofessionalization • Exploration in knowledge of chemicals provided some powerful agents. • In the 1950, scientists began to make major strides in understanding biological systems.

14. Pharmaceutical care as reprofessionalization • Medical scientists understood specifically what underlying metabolic or genetic defect caused certain diseases, and with this knowledge powerful new drugs were identified. • Thousands of compounds were tested for antibacterial, antifungal, and antiviral activity.

15. Pharmaceutical care as reprofessionalization • In the late 1950s and 1960s, astute pharmacists such as Donalds C Brodie of the university of California-San Francisco, Donald E. Francke of the university of Michigan, and Paul F. Parker of the University of Kentucky began to conceptualize a new role for pharmacists that would involve the specialized provision of information about these powerful new agents that were beginning to reach the market.

16. Pharmaceutical care as reprofessionalization • The clinical pharmacy movement sought to create a role for pharmacists in the provision of patient-specific drug information or advice to physicians and other members of health care team.

17. Pharmaceutical care as reprofessionalization • Hepler has identified three simultaneous trends that served as the basis for the clinical pharmacy movement: • Drug information. • Drug distribution especially decentralized program in hospitals. • Teaching and research programs in pharmacology and biopharmaceutics.

18. Pharmaceutical care as reprofessionalization • These three currents combined for the first time in the famous 1966 “Ninth floor project” at the University of California-San Francisco, in which faculty sought to find a way to train students a role that did not previously exist.

19. Pharmaceutical care as reprofessionalization • Gradually, the worth of such services took hold, and schools of pharmacy began to create a demand for clinical pharmacy.

20. Pharmaceutical care as reprofessionalization • Publication of Drug Intelligence and Clinical Pharmacy (now Annals of Pharmacotherapy) began in 1967, and two pharmacy therapeutics textbooks came out of San Francisco in 1972.

21. Pharmaceutical care as reprofessionalization • By 1974 , the federal government recognized a clinical role for pharmacists when it began requiring the pharmacists to conduct monthly drug-regimen reviews of residents in skilled-care nursing homes.

22. Pharmaceutical care as reprofessionalization • The clinical pharmacy movement created the opportunity for pharmacy to continue as a profession worthy of the respect and trust of its patients: clinical pharmacy was involved in the health care of patients, it required specialized knowledge and skills, and it was individualized.