Assessment of educational intervention impact on improving pharmacovigilance knowledge among health care providers: A study from different hospitals in Tanzania.

A study from different hospitals in Tanzania.

  • Prof Eva Muro Kilimanjaro Christian Medical University College, Moshi, Kilimanjaro-Tanzania
  • Dr Hadija Semvua Kilimanjaro Clinical Research Institute (KCRI), Moshi, Kilimanjaro-Tanzania
  • Dr Kissa Mwamwitwa Tanzania Medicines & Medical Devices Authority, Dodoma, Tanzania
  • Seth Kisenge Tanzania Medicines & Medical Devices Authority, Dodoma, Tanzania
  • Nellin Shiletiwa Tanzania Medicines & Medical Devices Authority, Dodoma, Tanzania
  • Ugo Moretti Section of Pharmacology, Department of Diagnostics and Public Health, University of Verona, Verona, Italy
  • Riccardo Lora University of Verona, Verona, Italy
  • Alberto Sabaini University of Verona, Verona, Italy
  • Francesco Schievano Section of Pharmacology, Department of Diagnostics and Public Health, University of Verona, Verona, Italy
  • Mauro Venegoni Section of Pharmacology, Department of Diagnostics and Public Health, University of Verona, Verona, Italy
  • Mtani Njegere Tanzania Medicines & Medical Devices Authority, Dodoma, Tanzania
  • Prof Blandina T. Mmbaga Kilimanjaro Clinical Research Institute (KCRI), Moshi, Kilimanjaro-Tanzania
  • Adam Fimbo Tanzania Medicines & Medical Devices Authority, Dodoma, Tanzania
  • Lara Magro Section of Pharmacology, Department of Diagnostics and Public Health, University of Verona, Verona, Italy
Keywords: Safety, anti-tuberculosis, monitoring, e-blended learning

Abstract

Introduction: Under-reporting of adverse drug reactions is a major challenge in Tanzania. It is important to educate the health care providers about pharmacovigilance in order to improve the reporting rate.

Objectives: We conducted a study with the objective of evaluating the impact of an educational intervention based on the knowledge on pharmacovigilance among healthcare providers in Tanzania.

Methods: A pharmacovigilance e-blended learning method was used. Pre and post-test, courses were the basic concepts in Pharmacovigilance and the safety of Anti-Tuberculosis Drugs. Descriptive analyses were run to determine the proportions of the correct and wrong answers for pre and post training.

Results A total of 118 (72%) completed the pre-and post-test for both the first and the second courses. There was an increase in the correct answers in the post-test to every question. The median score of pre-intervention for knowledge about basic pharmacovigilance increased from 5 (range 4-7) in pre-test to 8 (range 7-9) in post-test. The median score for anti-TB drug safety issues monitoring and management increased from 4 (range 4-6) in pre-test to 7 (range 7-9) in post-test.

Conclusion: The findings of this study showed that knowledge scores and correct answers were increased following an educational intervention among HCP.

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Author Biographies

Riccardo Lora, University of Verona, Verona, Italy

Section of Pharmacology, Department of Diagnostics and Public Health,

Alberto Sabaini, University of Verona, Verona, Italy

Section of Pharmacology, Department of Diagnostics and Public Health,

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Published
2023-09-01
How to Cite
1.
Muro E, Semvua H, Mwamwitwa K, Kisenge S, Shiletiwa N, Moretti U, Lora R, Alberto Sabaini, Schievano F, Venegoni M, Njegere M, Mmbaga B, Fimbo A, Magro L. Assessment of educational intervention impact on improving pharmacovigilance knowledge among health care providers: A study from different hospitals in Tanzania. jpadr [Internet]. 2023Sep.1 [cited 2025Feb.17];4(3):18-4. Available from: https://jpadr.com/index.php/jpadr/article/view/143