Background: Adverse drug reactions (ADRs) are a major contributor to preventable morbidity and healthcare burden worldwide. Effective pharmacovigilance systems depend on spontaneous reporting; however, underreporting remains a global challenge, particularly in developing countries such as India. Educational interventions have been shown to improve ADR reporting behavior among healthcare professionals. Objective: To evaluate knowledge, attitude, and practice (KAP) related to ADR reporting among Doctor of Pharmacy (Pharm.D.) students, Bachelor of Pharmacy (B.Pharm.) students, and hospital pharmacists, and to assess the effectiveness of a structured educational workshop. Methods: A cross-sectional interventional study was conducted among 181 participants (62 Pharm.D. students, 111 B.Pharm. students, and eight hospital pharmacists) at a tertiary care hospital in Maharashtra. A prevalidated KAP questionnaire was administered before and after an educational workshop. A paired t-test and chi-square test were used for statistical analysis (p<0.05 considered significant). Results: A total of 181 participants were included, comprising Pharm.D. students (n=62), B.Pharm. students (n=111), and hospital pharmacists (n=8). Baseline knowledge was highest among Pharm.D. students (42/62, 67.7%), followed by hospital pharmacists (5/8, 62.5%) and B.Pharm students (57/111, 51.4%). Post-intervention, knowledge improved significantly across all groups (p < 0.05). Attitude scores also improved, particularly among hospital pharmacists from 5/8 (62.5%) to 7/8 (87.5%). ADR reporting practice increased from 12/62 (19.4%) to 41/62 (66.1%) in Pharm.D. students, 24/111 (21.6%) to 43/111 (38.7%) in B.Pharm. students, and 1/8 (12.5%) to 2/8 (25.0%) among hospital pharmacists. Overall, the intervention resulted in a significant improvement in KAP related to ADR reporting (chi-square test, p < 0.05). Conclusion: Structured educational workshops significantly improve ADR reporting competence. Integration of pharmacovigilance training into pharmacy curricula and professional development programs is essential to strengthen patient safety frameworks.
Shinde et al. (2026) studied this question.