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Journal de Pharmacie Clinique

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Guidelines in pharmacy and impact on professional practice: a review of French literature Volume 27, issue 2, avril-mai-juin 2008

Authors
Service pharmaceutique, Hôpital de la Croix-Rousse, Hospices civils de Lyon, Centre hospitalier universitaire de Grenoble, Laboratoire ThEMAS TIMC UMR CNRS 5225, Université Joseph Fourier, Grenoble

Twenty years after the implementation of the reform of pharmacy studies aiming to improve the quality of professional acts, we have focused this study on the quantity and nature of the research presented by French teams describing pedagogical strategies or measuring the quality of professional acts within the realm of French pharmacy. The objective of our study is to present the results of this bibliographical research, to discuss the reasoning behind our findings and to propose new development routes, in order to generate a debate which we consider essential, in view of the current teaching hospital context. Very few French researchers have written about the issue of pedagogy and its consequences in terms of practice. The reasons behind this lack of research focusing on pedagogy in pharmacy are rarely mentioned. The results of our study do indicate, in our opinion, the need to stimulate research in this field and to fill the significant methodological gap concerning guidelines and evaluation strategies. Considerable effort must be dedicated to offering validated learning methods based on active pedagogy. Furthermore, progress in teaching and training can only be validated within the context of regular and standardized evaluation – evaluation of the teacher and of the learner. Student evaluation must integrate innovative tools, focusing primarily on comprehension and thinking capacity. Additional tools should also be offered to evaluate the relevance of teachers and of their teaching to professional practices.