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About this chapter
Based on evidence-based principles presented in previous chapters, views from pharmacy associations and pharmacy practice models, we aim to encourage students, professionals, pharmacy schools and pharmacy associations to develop skills for developing pharmacy practice to support better use of drugs among patients and in the society.
Evidence-based Pharmacy was first published as a textbook by Phil Wiffen in 2001. The first chapter was published in Eur J Hosp Pharm 2013;20:308–12. Subsequent chapters have been published in EJHP at approximately 2-monthly intervals.
Future pharmacy and perspective from previous chapters
Pharmacists are the medication experts in the society. What is their role in society and what could and should the role be? How can the role of the profession develop? What is the role of the authorities, the pharmacy schools, the professionals and the students in this development, on local, national and international level to make an improvement?
These are of course very important questions for the development of the pharmacy profession and their skills. In our series of chapters, we have provided some crucial background and evidence-based tools for the personal, professional development, including the following:
Basic evidence-based medicine and pharmacy (Chapter 1–5), including asking and formulating the right questions and finding useful resources (Chapter 3), the tools of evidence-based medicine (Chapter 4) and how to appraise the evidence (Chapter 5).
Practical evidence-based medicine and pharmacy (Chapters 6–8) including how to best practice evidence-based pharmacy with your available resources (Chapter 6), managing knowledge (Chapter 7) and generating knowledge (Chapter 8).
We have also provided information on how to teach and mentor evidence-based pharmacy (Chapter 10) and some aspects to help low-income and middle-income countries in the process (Chapter 9). Chapter 11 challenges pharmacy managers to implement an evidence-based approach across a whole range of hospital pharmacy activities. But how can all these be seen as a whole and …
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