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BACKGROUND: This review aimed to analyze the effectiveness of the teaching and assessment methodologies used to develop fundamental clinical skills in pharmacist who are training in patient care. METHODS: SCOPUS, EMBASE, ERIC, and PubMed were searched for original studies that featured randomized controlled trials as the study design published until March 2024. The search and extraction process followed PRISMA Guidelines. RESULTS: The database search resulted in 2954 articles, of which 14 met the inclusion criteria. Four studies developed and tested interactive web-based software as the teaching methodologies. Eight studies applied simulation to their teaching and/or evaluation strategies. Two articles used high fidelity simulation, and the remaining studies used standardized patients associated with other teaching and evaluation techniques. The simulation methodologies were more effective than the conventional ones in three studies. In the other studies, the interventions were as effective or better than the control, albeit there no meaningful differences between the methods. In the studies that focused on the assessment methods, immediate feedback was preferred by students over delayed feedback. Additionally, the tested assessment tool, General Level Framework, proposed a pragmatic assessment from which the individual's training needs were identified. CONCLUSION: Few studies involved the objective quantification of learning beyond pre- and post-intervention knowledge tests. Proper assessment in pharmaceutical education requires expansion beyond the administration of student satisfaction, self-efficacy research tools, and knowledge assessments, and should encompass an examination of clinical performance and critical thinking.

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OBJECTIVE: As the digitalization of health accelerates, the fusion of pharmacy and informatics becomes crucial. Pharmacy education must adapt to equip professionals for this evolving landscape. This study aims to compare pharmacy curricula in Brazil and the United States of America, focusing on health informatics, to uncover challenges and opportunities in training pharmacists for the digital era. METHODS: A cross-sectional, descriptive analysis was conducted on pharmacy curricula from leading Brazilian and American universities in early 2024. Two independent researchers collected data, concentrating on health informatics-related courses. Curriculum analysis used the n-gram technique for linguistic pattern identification in course descriptions. RESULTS: The analysis included curricula from 147 Brazilian and 140 American institutions. American programs had more health informatics courses, with greater integration into pharmacy and higher workloads. Brazilian courses were fewer, less specialized, and less integrated with pharmacy practice. Bi-gram analysis showed that the United States emphasized pharmaceutical practice and technologies, while Brazil focused more broadly on public health. Challenges include Brazil's slower integration of health informatics, impacting competitiveness. The study highlights opportunities to enhance curricula in both countries, emphasizing the importance of health informatics courses. CONCLUSION: US pharmacy programs are further developed by providing specialized, high-quality digital health education with extensive coursework, reflecting a curriculum aligned with digital advancements. This stands in stark contrast to Brazilian programs, which show a need for comprehensive curriculum revision to effectively prepare pharmacists for the digital age. This study underscores the urgency for global pharmacy education reform and its alignment with the rapid evolution of digital health.

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O objetivo deste estudo foi refletir sobre o desafio da formação de identidade profissional do farmacêutico clínico em um contexto de currículo não integrado e em um ambiente tradicional e especializado. Desenvolveu-se uma pesquisa qualitativa orientada pelos pressupostos da perspectiva etnográfica na educação, empregando-se múltiplos métodos de coleta de dados entre abril e julho de 2019. O cenário de ensino experiencial foi uma Farmácia Universitária da região Sul do Brasil. Por meio de uma descrição densa e com uso da reflexividade teórica e intertextual, é apresentada uma narrativa utilizando a voz dos participantes como âncora para dar visibilidade ao processo vivenciado. A ausência de um padrão para o cuidado na profissão farmacêutica, o currículo tradicional e a desarticulação entre teoria e prática constituem desafios para os estudantes de Farmácia legitimarem a prática profissional farmacêutica centrada no usuário.(AU)

The aim of this study was to reflect on the challenge of forming the professional identity of clinical pharmacists in the context of non-integrated curriculums and a traditional specialized environment. We conducted a qualitative study between April and July 2019 guided by the ethnographic approach to education, employing multiple data collection methods. The experiential learning setting was a university pharmacy in the south of Brazil. By means of a thick description and through the use of theoretical and intertextual reflexivity, we present a narrative using the voice of the participants as an anchor to provided visibility to the experienced process. The absence of a standard for the care process in the pharmacy profession, the traditional curriculum, and the lack of connection between theory and practice are challenges facing pharmacy students in legitimizing patient-centered professional practice.(AU)

El objetivo de este estudio fue reflexionar sobre el desafío de la formación de la identidad profesional del farmacéutico clínico en un contexto de currículum no integrado y en un ambiente tradicional y especializado. Se desarrolló una investigación cualitativa orientada por las presuposiciones de la perspectiva etnográfica en la educación, utilizándose múltiples métodos de colecta de datos entre abril y julio de 2019. El escenario de la enseñanza experiencial fue una Farmacia Universitaria de la región sur de Brasil. Por medio de una descripción densa y con el uso de la reflexividad teórica e intertextual se presenta una narrativa que utiliza la voz de los participantes como ancla para dar visibilidad al proceso vivido. La ausencia de un estándar para el proceso de cuidado en la profesión farmacéutica, el currículum tradicional y la desarticulación entre teoría y práctica se constituyen en desafíos para que los estudiantes de Farmacia legitimen la práctica profesional farmacéutica centrada en el usuario.(AU)

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Purpose: The COVID-19 pandemic precipitated a swift transition to online learning in medical and health sciences. This study investigated the associations of previous experience with online learning, current confidence with online learning, and resilient coping skills with perceived stress reported by pharmacy students during the emergency transition to online learning. Methods: Undergraduate pharmacy students (N=113, response rate = 41%) completed an online, self-report, cross-sectional survey during April-June 2020. Measures included Likert items measuring prior experience and current comfort levels with online learning, the Brief Resilient Coping Scale (BRCS), and the Perceived Stress Scale 10-Item Version (PSS-10). Experience, comfort with online learning, reported scores, and internal consistency for the BRCS and PSS-10 were summarized. A linear regression model examined the associations of prior experience with online education, gender, and resilient coping with perceived stress. Results: Of the 113 respondents (78% female, mean age 22.3 years), > 50% had only occasional prior experience with online learning, coursework, and examinations, but 63% expressed confidence with online learning. Mean PSS-10 and BRCS scores were 23.8 and 13.3, respectively, and both scales demonstrated good internal consistency (α > 0.80). BRCS score was the single predictor of the PSS-10 score (r2 = 0.18, p < 0.001). Female gender was not a significant predictor (p = 0.11). A multiple regression model explained moderate variation in perceived stress (adjusted R2 = 0.19). Conclusion: PSS-10 and BRCS scores indicated moderate levels of stress and coping skills among students during online teaching. Most students had some prior exposure to online learning, coursework, and examinations. Higher resiliency scores, but not prior online learning experience, predicted lower perceived stress.

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BACKGROUND: Being pharmaceutical care one of the four areas defined by the International Pharmaceutical Federation's Global Competence Framework, the curriculum redesigned scheme is a priority task to perform a pharmaceutical workforce capable to contribute significantly to the appropriate use of medicines. Therefore, the pharmacy curriculum should be adapted, in order to provide pharmacists with new knowledge and skills to provide pharmaceutical care services. This study used a modified Delphi technique to define objectives and topical outlines for a pharmaceutical care course on a pharmacy curriculum. METHODS: A modified Delphi process was used to determine a consensus among proposed course objectives and topical outlines. The preliminary phase of the study included a compilation of prospective objectives and outline topics on which to structure informational flow through the Delphi. A two-round modified Delphi process were completed by the participants in the study. The Delphi questionnaire was organized using six domains: the theoretical program foundation; recommended for teaching literature; instructional and educational objectives of the program (course structure); teaching methods; knowledge, skills and professional values considered; and students' performance assessments. Nineteen items for evaluation within the referred domains were considered. RESULTS: Consensus was achieved among 15 participants regarding 10 objectives, and eleven topical outlines related to pharmaceutical care teaching in an undergraduate pharmacy course. Despite this favorable valuation and considering the qualitative evaluations provided by the participants, it was believed appropriate to analyze the recommendation for the inclusion of literature for the teaching of the course in Spanish language (73%). It resulted in a project proposal for the elaboration of a book by a group of authors from all the faculties of pharmacy in the country. CONCLUSION: A Delphi expert panel achieved consensus on topical outline and objectives for a pharmaceutical care course. The results of this study can be used to underline the didactic guidance for pharmaceutical care teaching and learning useful for future pharmacy curriculum upgrades.

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Introduction: To train pharmacists working in the public health system, the Brazilian Ministry of Health developed a specialization course called Pharmaceutical Service and Access to Medicine Management (PSAMM) between 2010 and 2016. The course was free of charge and used e-learning as its main approach. In the end, 2,500 pharmacists were trained. The purpose of this study was to identify and analyze the strengths, weaknesses, opportunities, and threats of an in-service and e-learning course for pharmacists working in a public health system. Materials and Methods: Three workshops involving 67 participants were conducted at the conclusion of the course to analyze the perspective of the PSAMM course's faculty (tutors, regional coordinators, professors, and management committee) and students (pharmacists). Strengths, weaknesses, opportunities, and threats analysis and qualitative analysis methods were used. Results and Discussion: The strength dimension had the greatest number of items. The qualitative analysis resulted in six categories: the category "E-learning in continuing education" had the most cited items. Internal elements such as in-service hands-on activities directly related to the professionals' roles, course contents, faculty, and the methods to offer the course (the mixed methods and materials) were positively assessed. Nonetheless, external elements were considered critical for the course's outcomes such as investments in the infrastructure of pharmaceutical services, access to the internet, local managers' support for continuing education and innovation implementation, practice of interprofessional collaboration, and political stability. The continuing education course in the public health system was affected by internal elements such as its project and structure as well as external elements such as the sociopolitical scenario. Continuing education investment must be accompanied by infrastructure investment and coordination of services.

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Objective. To provide an overview of autoethnography as a valuable qualitative methodology in the human and health sciences and to endorse its use to answer meaningful research questions in pharmacy education and assist with the preparation of person-centered pharmacists. Findings. Today, pharmacists must participate in the health care system as care providers rather than simply drug dispensers. The call for change, which began with the evolution of clinical pharmacy and continued with the introduction of pharmaceutical care practice in the 1990s, is still proving to be dramatic for the profession. Thus, new problems are surfacing demanding new types of research questions and new ways of answering them. Autoethnography is a qualitative methodology that combines the principles of ethnography and autobiography in a way that highlights researchers' reflexivity and subjectivity. The paper describes autoethnography, its diverse forms (eg, evocative or analytical), the process of producing it, and associated standards of high-quality work. It presents autoethnographies carried out in health care research as well as in pharmacy, pointing to the usefulness of this methodology to produce meaningful investigations that can enrich the preparation of future pharmacists and advance the profession. Summary. Autoethnography is gaining recognition in many disciplines in health care. Even though it is still incipient in pharmacy, autoethnography can expand pharmacy students' and pharmacists' consciousness regarding their own situation and open the possibility for pursuing research that might enhance the lives of others and themselves.

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Objective. To evaluate undergraduate pharmacy curricula at Federal Institutions of Higher Education in Brazil in order to identify sign language courses and other content related to the provision of care to deaf patients. Methods. A cross-sectional, descriptive study was conducted between March and June 2017. Data were collected from the websites of undergraduate pharmacy education programs in Brazil. Sign language courses were classified according to type (mandatory or elective), nature (theoretical or theoretical-practical), course period and workload. The course contents were extracted and analyzed by content analysis. Results. Of the 35 schools of pharmacy included in the study, 18 (51.4%) included a sign language course in their curriculum. Eighteen (100%) of the sign language courses were elective, one (5.6%) was theorical-practical, 16 (89.0%) did not have a predetermined point in the curriculum for students to complete the course, and 11 (61.1%) had a workload equal to or greater than 60 hours. The main pedagogical content identified related to the teaching and learning of sign language. Conclusion. Learning sign language in undergraduate pharmacy is important for these professionals could provide humanistic and integral care to deaf patients. Therefore, there is considerable room for improvement in teaching sign language to undergraduate pharmacy students in Brazil.

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The increase and flexibilization of e-learning in Brazil has generated concern about the low capacity to ensure the quality of institutions and courses. The objective is to identify the literature on experiences of pharmaceutical e-learning. A scope review was carried out, mapping key concepts and evidence. The selected articles, without period restriction, from the Scielo, Pubmed and Scopus databases provided data on the educational level of experience, modality, workload, content delivery method, instruments used, types of topics, evaluation information and purpose of the study. There were 87 articles on preparation for subsequent classes; feedback or continuation of previous classes; to specific training; the comparison between face-to-face and distance education modalities; and distance learning. Among the subjects treated, 51.8% involved pharmaceutical clinic and 42.5% basic science. Positive student assessment was found in more than 92% of cases. Isolation, and deficits in social and analytical skills were negative points. Technology infrastructure can impact learning. In Brazil, the health area has manifested opposition to the use of distance education in undergraduate studies. There is no evidence on the organization of undergraduate distance courses, but there are elements indicating risks to the results of training and development of professional skills in this modality.

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OBJETIVO: Este artigo apresenta os resultados de uma revisão integrativa de literatura sobre integração ensino-serviço de acadêmicos de farmácia com o Sistema Único de Saúde, que buscou analisar as diferentes contribuições da integração ensino-serviço para o processo de formação do futuro profissional farmacêutico. FONTE DE DADOS: Pesquisaram-se publicações posteriores a 2002, nas bases de dados Literatura Latino- Americana e do Caribe em Ciências da Saúde (LILACS), National Library of Medicine (PubMed) e Scientific Electronic Library Online (SciELO) , utilizando como pergunta norteadora: "Quais as contribuições que as experiências vivenciadas no Sistema Único de Saúde trazem para o processo de formação de farmacêuticos?". Após a aplicação dos critérios de inclusão e exclusão nas 1.189 publicações encontradas, a amostra final incluiu 12 estudos. CONCLUSÕES: Os resultados mostraram as contribuições da integração ensino-serviço para a formação dos farmacêuticos, a importância das políticas interministeriais e o papel do Sistema Único de Saúde como cenário de prática no processo de formação. Conclui-se que a integração dos alunos de farmácia com os serviços públicos de saúde contribui para a formação de um profissional apto a responder aos desafios contemporâneos da saúde e capaz de incorporar uma visão mais aprofundada dos problemas sociais do País.

AIMS: This article presents the results of an integrative review of literature on the teaching- service integration of pharmacy undergraduate students with the Unified Health System, which sought to analyze the different contributions of the teaching-service integration to the process of training the future pharmaceutical professional. DATA SOURCES: Publications from 2002 on were searched in the Latin American and Caribbean Health Sciences Literature (LILACS), National Library of Medicine (PubMed) and Scientific Electronic Library Online (SciELO) databases with the following guiding question: "What are the contributions the experiences in the Unified Health System bring to the process of pharmacists training?". After applying the inclusion and exclusion criteria in the 1,189 publications found, the final sample included 12 studies . CONCLUSIONS : The results showed the contributions of the teaching-service integration to the training of pharmacists, the importance of interministerial policies and the role of the Unified Health System as a practice scenario in the training process. It has been concluded that the integration of pharmacy students with public health services contributes to the formation of a professional capable of responding to the contemporary challenges of health management and capable of incorporating a deeper vision of the social problems of the country.

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BACKGROUND AND PURPOSE: Blended learning (BL) integrates face-to-face and online instructional methods, with applications in pharmacy education. This study aimed to assess pharmacy students' perceptions of BL in a pharmacy seminar course at The University of the West Indies, St. Augustine campus, Trinidad and Tobago. EDUCATIONAL ACTIVITY AND SETTING: Topics based on the use of medicines and public health were presented by student groups during live seminars, supplemented with online activities. An online survey of students' perceptions was administered at the end of the course. The usefulness of learning resources and course activities were assessed using 5-point Likert-like scales (1 = not helpful to 5 = very helpful). The effectiveness of the instructor, blended delivery, time value, and development of critical-thinking were rated on a 5-point Likert scale for agreement (1 = strongly disagree to 5 = strongly agree). Topics that were most instructive and additional topics of interest were also identified. FINDINGS: Approximately 51% of students (37/72) completed the questionnaire; 73% were female and mean age was 24 years. The learning resources and most course activities were generally helpful (median = 4) in facilitating learning. There was strong agreement (median = 5) on the ease of navigating the online platform, and instructor encouraging interest in pharmacy issues. Students agreed (median = 4) that the course facilitated critical thinking, the BL approach was effective, and the time spent was worthwhile. The most instructive topics included medication errors, antibiotic resistance, and medicines in children and the elderly. SUMMARY: BL in pharmacy seminars is a valuable approach to engage students learning about pharmacy and public health.

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As práticas e os projetos pedagógicos dos cursos da área da saúde têm sido alvo de intervenções a fim de se contemplarem as necessidades da sociedade contemporânea. A formação do farmacêutico não foge a esta linha, na qual se destaca a correlação entre teoria e prática, ressaltando a necessidade de uma visão integral do indivíduo e do meio que o cerca. Com base nestas considerações, o presente artigo visa abordar a utilização de metodologias ativas de ensino-aprendizagem na disciplina de Assistência e Atenção Farmacêutica do curso de Farmácia do Centro Universitário Franciscano (UNIFRA), relatando avanços e dificuldades observadas. Foram realizados, semestralmente, sete estudos de caso abordando problemas de saúde, farmacoterapia e problemas relacionados a medicamentos. Como resultados, destaca-se a formação de um aluno capaz de intervir e construir o próprio futuro com responsabilidade e comprometimento com a formação humanística e generalista.

The pedagogical practices and projects of healthcare courses have been the target of interventions aimed at taking into account the needs of contemporary society. The training for pharmacists is no exception and, in this, the correlation between theory and practice is highlighted, along with the need for a comprehensive view of individuals and the environment that surrounds them. Based on these points, this article aimed to address the use of active teaching-learning methodologies in the Discipline of Pharmaceutical Care and Assistance of the Pharmacy Course at the Franciscan University Center (UNIFRA), reporting on the advances and difficulties observed. Each semester, seven case studies covering health problems, pharmacotherapy and problems relating to medications were conducted. The results highlighted the shaping of students who were capable of intervening in and constructing their own futures with responsibility and commitment towards humanistic and general training.

Las prácticas y los proyectos pedagógicos de los cursos del área de salud han sido objeto de intervenciones con el fin de atender las necesidades de la sociedad actual. La formación del farmacéutico no escapa de esta línea, en la que se destaca la correlación entre teoría y práctica, subrayando la necesidad de una visión integral del individuo y del entorno que lo rodea. Con base en tales consideraciones el presente artículo busca abordar el uso de métodos activos de enseñanza-aprendizaje en la asignatura de Asistencia y Atención Farmacéutica del curso de Farmacia en el Centro Universitario Franciscano (UNIFRA), relatando avances y dificultades observadas. Fueron realizados, semestralmente, siete estudios de caso que abordaban problemas de salud, fármaco-terapia y problemas relacionados con medicamentos. Como resultado, se destaca la formación de un alumno capaz de intervenir y construir su propio futuro con responsabilidad y compromiso con una formación humanística y general.

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Este estudo teve como objetivo compreender as percepções de graduandos em farmácia de uma universidade pública brasileira sobre a Assistência Farmacêutica (AF) no Sistema Único de Saúde, frente ao atual contexto político e educacional em saúde, com a perspectiva de incrementar a discussão sobre a formação para esta área. Foram realizadas entrevistas semi-estruturadas com estudantes do último ano letivo, sendo os resultados interpretados a partir da análise temática de conteúdo. Verificou-se que apesar de alguns avanços, as percepções partilhadas demonstram a lacuna existente na formação para a atuação em AF, considerada em processo de construção, indicando a necessidade de desenvolvimento de estratégias metodológicas de ensino mais adequadas, de diversificação dos cenários de ensino-aprendizagem nos serviços de saúde, bem como de maiores esforços de gestores, profissionais de saúde e docentes.

The aim of this study was to understand the perceptions of pharmacy students from a Brazilian public university regarding the Pharmaceutical Assistance (PA) offered by the National Health System, in light of the political and educational context in health, with the aim of enhancing the discussion about education in this field. Final year students were submitted to semi-structured interviews, and the results were interpreted with the aid of Thematic Content Analysis. In spite of some advances, the shared perceptions pointed to a gap in the students' education, regarding their performance in PA. Such education is in a process of consolidation, and there is a need of more adequate methodological teaching strategies, diversification of teaching-learning scenarios in the health services, and greater effort from managers, health professionals and educators.

Este estudio tuvo como objetivo comprender las percepciones de estudiantes de farmacia de una universidad pública brasileña sobre la Asistencia Farmacéutica (AF) en el Sistema Único de Salud, frente al actual contexto político y educacional de salud, con la perspectiva de incrementar la discusión sobre la formación para esta area. Fueron realizadas entrevistas semi-estructuradas con alumnos del último año lectivo, siendo los resultados interpretados a partir del análisis temático del contenido. Se verificó que a pesar de algunos avances, las percepciones compartidas demuestran la laguna existente en la formación para la actuación en la AF, considerada en proceso de construcción, indicando la necesidad de desarrollo de estrategias metodológicas de enseñanza más adecuadas, de diversificación de los escenarios de enseñanza-aprendizaje en los servicios de salud, así como de mayores esfuerzos de gestores, profesionales de salud y docentes.

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Para contemplar o exposto nas Diretrizes Curriculares, algumas faculdades de Farmácia têm implantado a disciplina de Internato Rural (IR) como forma de inserção do ensino para o Sistema Único de Saúde (SUS) e de viabilizar a interação do aluno com a prática farmacêutica. Este trabalho analisa o conhecimento dos alunos do IR do Curso de Farmácia da UFMG sobre o SUS e sobre a atividade farmacêutica. A coleta das informações foi feita por meio de Grupos Focais (GF), um antes e outro imediatamente após a experiência de campo. Oito alunos participaram dos dois momentos. O roteiro do GF contemplou: concepção do SUS, as atividades do profissional no sistema público de saúde e a expectativa com o IR. O processamento das informações foi feito pela análise de conteúdo. Observou-se que em ambos os momentos os alunos desconheciam os conceitos e princípios do SUS. Entretanto, após o retorno do município foram observadas palavras como acesso, direito universal e promoção da saúde. Os alunos desconheciam as atividades do farmacêutico no Serviço, e o termo assistência farmacêutica não foi mencionado em nenhum momento. As análises apontaram para o baixo conhecimento dos alunos sobre o SUS e sobre o papel do profissional. No entanto, eles consideraram o IR uma disciplina motivadora para a atuação nele.

In order to comply with Brazilian Syllabus requirements, some schools of Pharmacy included Rural Internships (RI) in the curriculum as a way of familiarizing students with the Unified Health System (SUS), thereby permitting the interaction of the students with pharmaceutical practices. This work assesses the knowledge about SUS and pharmaceutical activities of students who have taken the RI subject at the schools of Pharmacy of the UFMG. The information gathered was acquired by means of Focus Groups (FG), one before and another immediately after the field experience. Eight students participated in the FG at both stages. The questionnaire of the FG included: concept of the SUS, the activities of the professional in public health and the expectation of the students about the RI. The processing of the information was done by content analysis. It was revealed at both stages the students were unaware of the concepts and principles of SUS. However, after returning from the RI, the students used words like "access," "universal right" and "health promotion." Students were unaware of the activities of the pharmacist in the service and the pharmaceutical care was not mentioned. The data analysis revealed the low level of knowledge of the students about SUS. Nevertheless, they considered RI a motivational curriculum subject for future performance in SUS.

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A simulação de atendimento farmacêutico tem por finalidade avaliar as competências clínicas dos acadêmicos. Constitui uma ferramenta pedagógica que possui três etapas: a) preparação do cenário e dos casos; b) simulação; e c) avaliação. Os casos simulados consistem de informações essenciais que são fornecidas espontaneamente ao acadêmico no início da simulação e outras complementares, que somente tornar-se-ão conhecidas se forem investigadas. Toda a simulação de atendimento é filmada, o que permite a análise da comunicação. O processo de avaliação é iniciado com a leitura do caso, a análise do vídeo e a aplicação do instrumento desenvolvido. O ECOE possibilita ao acadêmico uma oportunidade de melhorar as suas habilidades e atitudes na prestação do atendimento farmacêutico, além de aprofundar os conhecimentos a respeito das situações simuladas.

Simulation of pharmaceutical care aims to assess students' clinical skills. It comprises an educational tool that has three steps: (a) setting the stage and preparing the cases; (b) simulation; and (c) evaluation. The simulated cases consist of information that is provided spontaneously to students at the beginning of the simulation and other, complementary information that only becomes known if it is investigated. All of the simulated attendance is filmed, which enables analysis of the communication. The evaluation process starts with reading the case, analysis of the video and application of the tool that has been developed. This examination provides students with an opportunity to improve their skills and attitudes in relation to provision of pharmaceutical care, in addition to deepening their knowledge about the situations that were simulated.

La simulación de atención farmacéutica tiene por finalidad la de evaluar las capacidades clínicas de los académicos. Constituye en una herramienta pedagógica que posee tres etapas: a) preparación del lugar y de los casos, b) simulación; y c) evaluación. los casos simulados constan de informaciones esenciales proporcionadas espontáneamente al académico en el inicio de la simulación y otras complementarias que sólo se conocerán si son investigadas. Se filma toda la simulación de atención, lo que permite el análisis de la comunicación. El proceso de evaluación se inicia con la lectura del caso, el análisis del vídeo y la aplicación del instrumento desarrollado. El ECOE posibilita al académico una oportunidad de mejorar sus habilidades y actitudes en la prestación de la atención del farmacéutica, además de profundizar los conocimientos respecto a las situaciones simuladas.

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