Abstract Background: Drug dialyzability is the extent to which a drug is filtered out of the blood throughout dialysis. It is affected by many factors, some are associated with the drug itself, and others are associated with the properties of dialysis procedures. As a drug expert, a pharmacist should make more attention to drugs’ dialyzability when counseling medications for a patient to ensure that the drug concentration remains inside patients’ body is enough to do its therapeutic effect. Objective: The study aims to evaluate and improve the knowledge of pharmacists who were working at dialysis wards regarding drugs’ dialyzability. Materials and Methods: An educational pre–post interventional study was conducted from November 2022 to February 2023. The target group was the pharmacists who were working in dialysis wards of one of four health institutions in Al-Najaf city, Iraq. The study was based on a questionnaire that contained 31 questions in three sections. To evaluate the impact of an educational intervention. The same questionnaire was distributed to the participant pharmacists before, directly after and after 8 weeks of the intervention. The data were analyzed using SPSS (version 24). Results: Out of 36 pharmacists, 32 accepted to enroll in the study. The response rate was 88.8%. All of the participants (100%) were holding bachelor’s degrees in pharmaceutical science. Females were the dominant (85%), and the majority (87%) were ≤30 years old. The mean knowledge score of the participants was significantly raised from 44.5% before the intervention to 78.8% after it ( P < 0.001). Moreover, after 8 weeks from the educational intervention, the knowledge score was only slightly decreased to 74.2%. Conclusion: The impact of the educational intervention is obviously touchable, where the knowledge score of the participants was doubled after establishing it. Farther more, this increment in the knowledge remained approximately at the same level even after 2 months of the intervention.
Oufi et al. (Thu,) studied this question.