Introduction: This study aimed to assess the influence of education on pharmacy stu-dents' knowledge, attitudes, and practices regarding ADR reporting. Methods: A pre- and post-intervention assessment, without a control group, was undertaken at a pharmacy educational institution, involving 573 participants enrolled in B. Pharm and Pharm. D programs. The effect of the educational intervention was assessed using a validated KAP (Knowledge, Attitude, and Practice) questionnaire, and the findings were analyzed. Results: Following the educational intervention, students' knowledge, attitude, and practice scores improved significantly; knowledge increased from 40.52±22.448 to 93.75±9.933, attitude from 71.62±21.894 to 97.70±6.499, and practice from 23.58±21.005 to 88.94±14.669. The im-provement in knowledge, attitude, and practice was notably higher among B. Pharm students compared to Pharm. D students, with a p-value of <0.001. Conclusion: This study suggests that educational interventions using written materials and oral presentations may effectively improve pharmacy students’ knowledge, attitudes, and practices regarding ADR reporting in the short term.
P.P. et al. (Tue,) studied this question.
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