Stakeholder perspectives on the need for professional education and competence in pharmacovigilance to improve medicine safety in Zambia : a cross-sectional survey

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Kalungia, Aubrey Chichonyi and Banda, Michelo and Mukosha, Moses and Chigunta, Michael and Mudenda, Steward and Banda, Sekelani Stanley and Sichone, James and Hamachila, Audrey and Godman, Brian (2024) Stakeholder perspectives on the need for professional education and competence in pharmacovigilance to improve medicine safety in Zambia : a cross-sectional survey. Pharmacy Education, 24 (1). pp. 364-381. ISSN 1560-2214 (https://doi.org/10.46542/pe.2024.241.364381)

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Abstract

Introduction: Knowledge and skills in pharmacovigilance (PV) are required to mitigate adverse events associated with medicine use which are among the leading causes of morbidity, mortality, and healthcare costs. This study explored the local perspectives on the current situation and need for PV education in Zambia. Methods A mixed-methods study utilizing a descriptive cross-sectional survey with an embedded desk review was conducted from November 2021 to December 2022 in Zambia. For the survey, a self-administered questionnaire was distributed to 150 participants drawn from key stakeholder groups identified. Data were quantitatively analysed. For the desk review, qualitative information was extracted from respective university websites. Results: Out of 150 targeted, a total of 144 (96%) participants responded to the survey. The majority (92.4%) affirmed the need for formal PV education programmes locally. Most (95.8%) perceived that training of professionals in PV would add value to strengthening the health system. Furthermore, 45.1% preferred both a postgraduate diploma and masters degree training programme in PV. About half (48.6%) preferred an interprofessional training approach. Only 6/1207 (0.5%) of the universities in Sub-Saharan Africa reviewed offered PV education programmes. Conclusion: There is a pertinent need for formal PV education programmes. Identified is the type of education, competencies expected, including educational strategies to guide curriculum development. The findings serve as a starting point for developing formal training programmes to consolidate the culture of PV practice in Zambia and beyond.

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