What question did this study set out to answer?

The aim is to evaluate knowledge, attitude, and practice related to adverse drug reaction reporting among pharmacy students and hospital pharmacists.

May 31, 2026Open Access

Impact of an Educational Intervention on Knowledge, Attitude, and Practice of Adverse Drug Reaction Reporting: A Comparative Study Among Pharmacy Students and Hospital Pharmacists in a Tertiary Care Setting

Key Points

The aim is to evaluate knowledge, attitude, and practice related to adverse drug reaction reporting among pharmacy students and hospital pharmacists.
Cross-sectional interventional study with 181 participants
Prevalidated KAP questionnaire administered before and after the workshop
Statistical analysis using paired t-test and chi-square test for significance (p<0.05)
Post-intervention knowledge improved significantly in all groups (p<0.05)
Attitude scores increased from 62.5% to 87.5% among hospital pharmacists
ADR reporting practice rose from 19.4% to 66.1% in Pharm.D. students and from 21.6% to 38.7% in B.Pharm. students, with overall KAP improvement (chi-square test, p<0.05)

Abstract

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.

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