Post-Pharmacy Exam - Are We Ready? - The Results of the Exam conducted in Poland on the Model of the UK

Post-Pharmacy Exam - Are We Ready? - The Results of the Exam conducted in Poland on the Model of the UK | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Post-Pharmacy Exam - Are We Ready? - The Results of the Exam conducted in Poland on the Model of the UK Piotr Merks, Urszula Religioni, Aleksandra Rutkowska, Marvin Munzu, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-871778/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background. This article aims to present the results of the final exam in pharmacy among Polish pharmacy students. This exam was modeled on the British national exam supervised by the General Pharmaceutical Council. Methods. The exam was conducted in 3 cities in Poland, among a total of 175 final-year students. Taking the exam was voluntary and anonymous. Results. The results indicate that none of the Polish students achieved the 70% mark required to pass the Great Britain exam. Significant differences in test results were noticed between cities. Students achieved the best average exam result in Bydgoszcz (46.35%), then in Warsaw (38.81%) and Łódź (38.35%) Conclusions. The pharmaceutical education system in Poland requires complete changes that will prepare future pharmacists for clinical work. Increasing the role of a pharmacist in health care requires raising the level of education and emphasizing the practical content of education. Educational Philosophy and Theory Internal Medicine pharmacist education pharmaceutical education educational standards Poland Background The pharmacist is one of the primary medical professionals in the healthcare sector. The main task of pharmacists is to improve patients' health and quality of life in the area of pharmacotherapy, regardless of whether they work in community or hospital pharmacies. The essential role of the pharmacist is to optimize patient treatment, including detection of adverse events and other drug errors. The significant influence of pharmacists on the increase in patients' adherence to the therapies is also emphasized. Furthermore, given the constantly growing health care spending, pharmacists' role in the optimization of therapy costs should be indicated [ 1 – 3 ]. The World Health Organization (WHO) and other organizations such as the American Society of Health-System Pharmacists (AHAP) emphasize that pharmacists are the health professionals most accessible to patients [ 4 – 5 ]. Therefore, they should be involved in patient care. The role of a pharmacist in different countries, including within Europe, varies significantly [ 6 – 7 ]. Many of these differences are due to curricula, including soft skills learning through pharmaceutical education. This article aims to compile the programs and standards of teaching the pharmacist profession in Poland and the United Kingdom (UK), including the final examination results, designed in Poland, similar to the pre-registration exam conducted at the end of pharmaceutical studies in the UK. The results of these considerations may be used to define new directions for pharmacists' education in Poland, including the development of recommendations and standards for teaching this profession in Poland. Pharmacy education in Poland In Poland, pharmaceutical studies are part of ​​education in the field of medical sciences, health sciences, and physical education sciences. Studies last no shorter than 11 semesters, ending with the statutory work placement of 6 months. Additionally, after the 3rd and 4th year of studies, students complete one month of professional practice during the summer holidays [ 8 – 9 ]. The number of hours of classes and internships will be at least 5,300. The education standards of future pharmacists in Poland combine general and detailed learning outcomes, including knowledge in pharmaceutical, medical, biological, chemical, and social sciences. The pharmacy students in Poland obtain thorough knowledge about drugs and substances used in their production, pharmaceutical technology, metabolism, and effects of drugs, as well as the correct use of medicinal products. Students learn the methods and techniques of researching medicinal products in terms of chemical, pharmacological and toxicological properties. They gain knowledge of the basics of pharmaceutical law and management in pharmacy, including the principles of ethics and deontology [ 9 ]. Polish legal acts indicate that a graduate of pharmacy studies is required to achieve competence in the preparation, manufacture and quality assessment of medicinal products, providing reliable and objective information on the medicinal products and medical devices. A pharmacy graduate should understand the principles of pharmacotherapy rationalization, as well as skillfully conduct the research on both substances and medicinal products. General effects in the process of educating pharmacists in Poland in terms of knowledge and skills also take into account social competences by preparing future pharmacists to work in community pharmacies, hospital pharmacies, pharmaceutical wholesalers, the pharmaceutical industry, pharmaceutical inspection as well as other offices and institutions, both state and local, operating in the field of pharmacy and healthcare [ 9 ]. Pharmacy education in the UK The education of pharmacists in the UK is regulated by an independent body of the General Pharmaceutical Council (GPhC). GPhC aims to protect and promote the health, safety, and well-being of people, especially those who need the services of pharmacists. Its main tasks include setting the requirements for practicing the profession, approving pharmacists and pharmacy technicians' qualifications, and keeping a register of pharmacists, pharmacy technicians, and pharmacies [ 10 ]. The General Pharmaceutical Council accredits universities educating students in pharmacy, ensuring pharmacists' quality of education. The Master of Pharmacy (MPharm) studies in Great Britain last four years [ 10 ]. Students are obliged to take at least 3,000 hours of classes directly related to pharmaceutical subjects during their studies, especially in relation to clinical practice. During their studies, students gain, amongst others, knowledge about the effects of drugs, the functioning of the human body, and broad universal competencies, including problem-solving, clinical decision-making, effective communication, numerical data analysis [ 10 ]. Students preparing to practice as pharmacists in the United Kingdom gain practical skills from the first year of study. They are exposed to working with the patients during which students also have the possibility of practical problem-solving and pharmaceutical care planning, resulting from the educational standards set by the GPhC. After graduation from their respective Universities, future pharmacists perform a 12-month obligatory internship in a community pharmacy, hospital pharmacy, and the industry (or combining different types of practices). Completing the training is associated with taking the independent state examination conducted by the Royal Pharmaceutical Society, and obtaining a positive grade for this examination enables the use of the “pharmacist” title. Methods Based on the final exam after pharmaceutical studies in the UK, accredited by the General Pharmaceutical Council, we prepared the exam in Polish for Polish pharmacy students. The exam consisted of 45 test questions and 4 calculation questions, to be calculated without using a calculator. The test was divided into five different education modules, which had different forms of questions: Part I (13 questions) - simple completion answers; Part II (11 questions) - the best answer to the given question (multiple completion answers); Part III (12 questions) - the question of choosing the best most appropriate classification answers; Part IV (9 questions) - true / false (statement questions); Part V (4 questions) - calculation questions. Sample questions are included in the attachment. The exam is passed when the student obtains a minimum of 70% of the points. Students had 60 minutes to complete the test, and participation in the test was anonymous. The exam was conducted at Polish universities educating in the field of pharmacy in 2018. It was attended by fifth-year pharmacy students (volunteers) from universities in the following cities: Bydgoszcz 77 people (92.8% of all students), Warsaw 55 people (38.2%), and Łódź 43 people (39.1%). A total of 175 people took the exam. Results The best average exam result was achieved by students from Bydgoszcz (46.35%), then from Warsaw (38.81%) and Łódź (38.35%) (Table 1 ). Table 1 Average exam results in particular cities Part I Part II Part III Part IV Part V Overall Warsaw 49,51% 37,69% 41,52% 25,66% 28,64% 38.81% Bydgoszcz 62,44% 28,22% 48,16% 30,16% 74,35% 46.35% Łódź 43,83% 38,05% 38,37% 33,85% 31,40% 38.35% In order to evaluate the obtained results, the Shapiro-Wilk test was performed for students from each city (Table 2 ), which showed that for the significance level p < 0.05 the critical values are greater than the calculated value, therefore the results are statistically significant. Table 2 Shapiro-Wilk test results Warsaw Bydgoszcz Łódź p-value 0.8484 0.1353 0.0599 Critical values for the probability level of p < 0.05 0.951 0.959 0.943 A one-way ANOVA was then performed, which showed significant differences in the results between the groups: p = 0.000003 (p < 0.05). However, using the Fischer NIR test (α = 0.05), significant differences were identified between the results from Bydgoszcz and Warsaw and between Bydgoszcz and Łódź. The differences in the results between Warsaw and Łódź are not statistically significant (Table 3 ). Table 3 Fischer NIR test results Warsaw Bydgoszcz Łódź Warsaw ------------------- 0.000010 0.959335 Bydgoszcz 0.000010 ------------------- 0.000049 Łódź 0.959335 0.000049 ------------------ The minimum and maximum results obtained on the test by students in individual cities are as follows: Warsaw: minimum value 12.2%, maximum 65.3%; Bydgoszcz: minimum value 20.4%, max. 65.3%; Łódź: minimum value 24.5%, maximum 53.1%. The above results indicate that none of the students taking the exam reached the 70% threshold for passing the test. Discussion Pharmacists are an integral part of health care systems [ 11 – 13 ]. They have the experience to detect, resolve, and prevent drug-related problems [ 14 – 15 ]. In many countries, such as the United Kingdom, pharmacists are involved in the interdisciplinary Primary Care Teams (PCT). They directly take care of the patient through activities such as participating in drug management and drug counselling, identifying undesirable or incorrect drugs, and managing chronic diseases [ 16 ]. These activities directly impact the improvement of health effects and the quality of life of patients [ 17 ]. Highly developed pharmaceutical education, which begins during studies, is a prerequisite for pharmacists' full and beneficial involvement in patient care. Despite the fact that both Poland and Great Britain signed the Bologna Declaration's assumptions, the teaching models in the discussed countries are significantly different. In the UK education programs, the clinical aspect of the classes is emphasized, which is the basis for practical preparation for broadly understanding of pharmaceutical care. Internships taking place from the first years of study, teach future pharmacists to cooperate with representatives of various medical professions, including doctors. This situation can significantly influence the current practice where decisions to treat the patient are discussed between doctors and pharmacists. The role of the pharmacist in the United Kingdom is crucial [ 18 ]. While pharmacists in the UK are PCT members and take direct care of patients, in Poland, pharmacists are still perceived mainly as drug sellers. The UK education system is widely regulated and independently supervised, including the state final examination. Notably, the state exam may have a maximum of 3 attempts. In the event of a triple failure on the test, students may not be allowed to work as pharmacist. The results indicating that none of the surveyed graduates of Polish universities obtained the required number of points emphasize the relatively low level of pharmacy education. Data obtained from the General Pharmaceutical Council show that in 2019, the average pass rate in the United Kingdom is 72.33%. This will be a good point to also outline the pharmacy education system in Poland to compare and contrast the sections above. For this reason, it is necessary to develop a new model of education in Poland, based on the International Pharmaceutical Federation (FIP) guidelines and competency-based pharmacy education (CBPE) [ 19 ]. In order to assess the knowledge and competencies of future pharmacists, it is recommended to introduce a final exam at Polish universities, which would be supervised by an independent organization. The real threat to these activities may turn out to be a noticeable downward trend in the number of new pharmacists, which already amounts to 1.85 pharmacists per pharmacy and is much lower than the number of pharmacists per pharmacy in other OECD countries (2.40) [ 20 ]. Conclusions The pharmaceutical education system in Poland requires complete changes. However, these modifications seem necessary to increase the pharmacist's role in the health care system and ensure the complete safety of patients. Although pharmacists are often overlooked in setting primary health goals, and their role in promoting health in many countries is still low, it should be noted that pharmacists are the medical profession most frequently visited by patients. Thus, great emphasis should be placed on educating pharmacists who can actively support patients' health in the area of pharmacotherapy, being also health educators. List Of Abbreviations AHAP - American Society of Health-System Pharmacists CBPE - competency-based pharmacy education FIP - International Pharmaceutical Federation GPhC - General Pharmaceutical Council MPharm - Master of Pharmacy OECD - Organisation for Economic Co-operation and Developmen PCT - Primary Care Teams UK - United Kingdom WHO - World Health Organization Declarations Ethics approval and consent to participate The local ethics committee ruled that no formal ethics approval was required for that study. We confirm that all methods in the study were carried out in accordance with relevant guidelines and regulations. We confirm that informed consent was obtained from all subjects. Consent for publication Not applicable. Availability of data and materials All data are available from the corresponding author. Competing interests None declared. Funding None. Authors' contributions Conceptualization: PM, UR; Methodology: PM; Formal Analysis: UR,; Writing – Original Draft Preparation: UR; Writing – Review & Editing: AR, PM, MM, AB, JK, MWN, EP-Q and UR; Visualization UR; Supervision: PM, EP-Q. All authors have read and approved the manuscript. Acknowledgements None. References Dalton K, Byrne S. Role of the pharmacist in reducing healthcare costs: current insights. Integr Pharm Res Pract. 2017;6:37–46. Kokane JV, Avhad PS. Role of Pharmacist in Health Care System. The Journal of Community Health Management 2016;3(1):37–40. Blouin RA, Adams ML. The Role of the Pharmacist in Health Care. North Carolina Medical Journal May 2017;78 (3): 165–167. World Health Organization. Everybody's business - strengthening health systems to improve health outcomes: WHO's framework for action. Geneva: World Health Organization; 2007. American Society of Health-System Pharmacists. ASHP statement on the role of health-system pharmacists in public health. Am J Health-Syst Pharm. 2008; 65:462–467. Świeczkowski D, Merks P, Cwalina N, Jaguszewski MJ. Development of Pharmacy Practice in European Countries-The Polish Perspective. Pharmacy (Basel). 2017 Aug 2;5(3):43. Azhar S, Ibrahim MIM. Quality of Pharmacy Health Services in: Social and Administrative Aspects of Pharmacy in Low- and Middle-Income Countries. Present Challenges and Future Solutions (Ibrahim MIM ed.). London: Elsevier; 2018, pp 281–294. The Act of July 20, 2018 - Law on Higher Education and Science (Journal of Laws 2018, item 1668). Regulation of the Minister of Science and Higher Education of 26 July 2019 on training standards for the profession of a doctor, dentist, pharmacist, nurse, midwife, laboratory diagnostician, physiotherapist and paramedic (Journal of Laws 2019, item 1573). General Pharmaceutical Council. Future pharmacists Standards for the initial education and training of pharmacists. London, May 2011. Tsuyuki RT, Beahm NP, Okada H, Al Hamarneh YN. Pharmacists as accessible primary health care providers: Review of the evidence. Can Pharm J (Ott). 2018;151(1):4–5. Raiche T, Pammett R, Dattani S. Community pharmacists' evolving role in Canadian primary health care: a vision of harmonization in a patchwork system. Pharm Pract (Granada). 2020;18(4):2171. Samir Abdin M, Grenier-Gosselin L, Guénette L. Impact of pharmacists' interventions on the pharmacotherapy of patients with complex needs monitored in multidisciplinary primary care teams. Int J Pharm Pract. 2020 Feb;28(1):75–83. Guénette L, Maheu A, Vanier MC, Dugré N, Rouleau L, Lalonde L. Pharmacists practising in family medicine groups: What are their activities and needs? J Clin Pharm Ther. 2020 Feb;45(1):105–114. Shamim S, Sharib SM, Malhi SM. Adverse drug reactions (ADRS) reporting: awareness and reasons of under-reporting among health care professionals, a challenge for pharmacists. SpringerPlus 2016;5:1778. Khaira M, Mathers A, Benny Gerard N, Dolovich L. The Evolving Role and Impact of Integrating Pharmacists into Primary Care Teams: Experience from Ontario, Canada. Pharmacy (Basel). 2020;8(4):234. Hayhoe B, Cespedes JA, Foley K, Majeed A, Ruzangi J, Greenfield G. Impact of integrating pharmacists into primary care teams on health systems indicators: a systematic review. Br J Gen Pract. 2019 Sep 26;69(687):e665-e674. Benson H, Lucas C, Benrimoj SI, Williams KA. The development of a role description and competency map for pharmacists in an interprofessional care setting. Int J Clin Pharm. 2019 Apr;41(2):391–407. Koster A, Schalekamp T, Meijerman I. Implementation of Competency-Based Pharmacy Education (CBPE). Pharmacy (Basel). 2017 Feb 21;5(1):10. Supreme Pharmaceutical Chamber. Report on the Personnel Situation of Pharmacists for Poland. Available at: http://www.mpz.mz.gov.pl/wp-content/uploads/sites/4/2018/06/raport_farmaceuci.pdf Accessed 22 December 2021. Additional Declarations No competing interests reported. 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- The Results of the Exam conducted in Poland on the Model of the UK\u003c/p\u003e","fulltext":[{"header":"Background","content":"\u003cp\u003eThe pharmacist is one of the primary medical professionals in the healthcare sector. The main task of pharmacists is to improve patients' health and quality of life in the area of pharmacotherapy, regardless of whether they work in community or hospital pharmacies. The essential role of the pharmacist is to optimize patient treatment, including detection of adverse events and other drug errors. The significant influence of pharmacists on the increase in patients' adherence to the therapies is also emphasized. Furthermore, given the constantly growing health care spending, pharmacists' role in the optimization of therapy costs should be indicated [\u003cspan additionalcitationids=\"CR2\" citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe World Health Organization (WHO) and other organizations such as the American Society of Health-System Pharmacists (AHAP) emphasize that pharmacists are the health professionals most accessible to patients [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Therefore, they should be involved in patient care. The role of a pharmacist in different countries, including within Europe, varies significantly [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Many of these differences are due to curricula, including soft skills learning through pharmaceutical education.\u003c/p\u003e \u003cp\u003eThis article aims to compile the programs and standards of teaching the pharmacist profession in Poland and the United Kingdom (UK), including the final examination results, designed in Poland, similar to the pre-registration exam conducted at the end of pharmaceutical studies in the UK. The results of these considerations may be used to define new directions for pharmacists' education in Poland, including the development of recommendations and standards for teaching this profession in Poland.\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003ePharmacy education in Poland\u003c/h2\u003e \u003cp\u003eIn Poland, pharmaceutical studies are part of ​​education in the field of medical sciences, health sciences, and physical education sciences. Studies last no shorter than 11 semesters, ending with the statutory work placement of 6 months. Additionally, after the 3rd and 4th year of studies, students complete one month of professional practice during the summer holidays [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. The number of hours of classes and internships will be at least 5,300. The education standards of future pharmacists in Poland combine general and detailed learning outcomes, including knowledge in pharmaceutical, medical, biological, chemical, and social sciences. The pharmacy students in Poland obtain thorough knowledge about drugs and substances used in their production, pharmaceutical technology, metabolism, and effects of drugs, as well as the correct use of medicinal products. Students learn the methods and techniques of researching medicinal products in terms of chemical, pharmacological and toxicological properties. They gain knowledge of the basics of pharmaceutical law and management in pharmacy, including the principles of ethics and deontology [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePolish legal acts indicate that a graduate of pharmacy studies is required to achieve competence in the preparation, manufacture and quality assessment of medicinal products, providing reliable and objective information on the medicinal products and medical devices. A pharmacy graduate should understand the principles of pharmacotherapy rationalization, as well as skillfully conduct the research on both substances and medicinal products. General effects in the process of educating pharmacists in Poland in terms of knowledge and skills also take into account social competences by preparing future pharmacists to work in community pharmacies, hospital pharmacies, pharmaceutical wholesalers, the pharmaceutical industry, pharmaceutical inspection as well as other offices and institutions, both state and local, operating in the field of pharmacy and healthcare [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003ePharmacy education in the UK\u003c/h2\u003e \u003cp\u003eThe education of pharmacists in the UK is regulated by an independent body of the General Pharmaceutical Council (GPhC). GPhC aims to protect and promote the health, safety, and well-being of people, especially those who need the services of pharmacists. Its main tasks include setting the requirements for practicing the profession, approving pharmacists and pharmacy technicians' qualifications, and keeping a register of pharmacists, pharmacy technicians, and pharmacies [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe General Pharmaceutical Council accredits universities educating students in pharmacy, ensuring pharmacists' quality of education. The Master of Pharmacy (MPharm) studies in Great Britain last four years [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Students are obliged to take at least 3,000 hours of classes directly related to pharmaceutical subjects during their studies, especially in relation to clinical practice. During their studies, students gain, amongst others, knowledge about the effects of drugs, the functioning of the human body, and broad universal competencies, including problem-solving, clinical decision-making, effective communication, numerical data analysis [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Students preparing to practice as pharmacists in the United Kingdom gain practical skills from the first year of study. They are exposed to working with the patients during which students also have the possibility of practical problem-solving and pharmaceutical care planning, resulting from the educational standards set by the GPhC.\u003c/p\u003e \u003cp\u003eAfter graduation from their respective Universities, future pharmacists perform a 12-month obligatory internship in a community pharmacy, hospital pharmacy, and the industry (or combining different types of practices). Completing the training is associated with taking the independent state examination conducted by the Royal Pharmaceutical Society, and obtaining a positive grade for this examination enables the use of the \u0026ldquo;pharmacist\u0026rdquo; title.\u003c/p\u003e \u003c/div\u003e"},{"header":"Methods","content":"\u003cp\u003eBased on the final exam after pharmaceutical studies in the UK, accredited by the General Pharmaceutical Council, we prepared the exam in Polish for Polish pharmacy students. The exam consisted of 45 test questions and 4 calculation questions, to be calculated without using a calculator. The test was divided into five different education modules, which had different forms of questions:\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\n \u003cp\u003ePart I (13 questions) - simple completion answers;\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003ePart II (11 questions) - the best answer to the given question (multiple completion answers);\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003ePart III (12 questions) - the question of choosing the best most appropriate classification answers;\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003ePart IV (9 questions) - true / false (statement questions);\u003c/p\u003e\n \u003c/li\u003e\n \u003cli\u003e\n \u003cp\u003ePart V (4 questions) - calculation questions.\u003c/p\u003e\n \u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eSample questions are included in the attachment. The exam is passed when the student obtains a minimum of 70% of the points.\u003c/p\u003e\n\u003cp\u003eStudents had 60 minutes to complete the test, and participation in the test was anonymous. The exam was conducted at Polish universities educating in the field of pharmacy in 2018. It was attended by fifth-year pharmacy students (volunteers) from universities in the following cities: Bydgoszcz 77 people (92.8% of all students), Warsaw 55 people (38.2%), and Ł\u0026oacute;dź 43 people (39.1%). A total of 175 people took the exam.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe best average exam result was achieved by students from Bydgoszcz (46.35%), then from Warsaw (38.81%) and Ł\u0026oacute;dź (38.35%) (Table \u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable border=\"1\" id=\"Tab1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eAverage exam results in particular cities\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePart I\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePart II\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePart III\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePart IV\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePart V\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eOverall\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eWarsaw\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e49,51%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e37,69%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e41,52%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e25,66%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e28,64%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e38.81%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eBydgoszcz\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e62,44%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e28,22%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e48,16%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e30,16%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e74,35%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e46.35%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eŁ\u0026oacute;dź\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e43,83%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e38,05%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e38,37%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e33,85%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e31,40%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e38.35%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eIn order to evaluate the obtained results, the Shapiro-Wilk test was performed for students from each city (Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e), which showed that for the significance level p\u0026thinsp;\u0026lt;\u0026thinsp;0.05 the critical values are greater than the calculated value, therefore the results are statistically significant.\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable border=\"1\" id=\"Tab2\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eShapiro-Wilk test results\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eWarsaw\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eBydgoszcz\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eŁ\u0026oacute;dź\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.8484\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.1353\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.0599\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eCritical values for the probability level of p\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.951\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.959\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.943\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eA one-way ANOVA was then performed, which showed significant differences in the results between the groups: p\u0026thinsp;=\u0026thinsp;0.000003 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). However, using the Fischer NIR test (\u0026alpha;\u0026thinsp;=\u0026thinsp;0.05), significant differences were identified between the results from Bydgoszcz and Warsaw and between Bydgoszcz and Ł\u0026oacute;dź. The differences in the results between Warsaw and Ł\u0026oacute;dź are not statistically significant (Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\u0026nbsp;\u003ctable border=\"1\" id=\"Tab3\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eFischer NIR test results\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eWarsaw\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eBydgoszcz\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eŁ\u0026oacute;dź\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eWarsaw\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-------------------\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000010\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.959335\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eBydgoszcz\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000010\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-------------------\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000049\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eŁ\u0026oacute;dź\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.959335\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.000049\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e------------------\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eThe minimum and maximum results obtained on the test by students in individual cities are as follows: Warsaw: minimum value 12.2%, maximum 65.3%; Bydgoszcz: minimum value 20.4%, max. 65.3%; Ł\u0026oacute;dź: minimum value 24.5%, maximum 53.1%. The above results indicate that none of the students taking the exam reached the 70% threshold for passing the test.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003ePharmacists are an integral part of health care systems [\u003cspan additionalcitationids=\"CR12\" citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. They have the experience to detect, resolve, and prevent drug-related problems [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. In many countries, such as the United Kingdom, pharmacists are involved in the interdisciplinary Primary Care Teams (PCT). They directly take care of the patient through activities such as participating in drug management and drug counselling, identifying undesirable or incorrect drugs, and managing chronic diseases [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. These activities directly impact the improvement of health effects and the quality of life of patients [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eHighly developed pharmaceutical education, which begins during studies, is a prerequisite for pharmacists' full and beneficial involvement in patient care. Despite the fact that both Poland and Great Britain signed the Bologna Declaration's assumptions, the teaching models in the discussed countries are significantly different. In the UK education programs, the clinical aspect of the classes is emphasized, which is the basis for practical preparation for broadly understanding of pharmaceutical care. Internships taking place from the first years of study, teach future pharmacists to cooperate with representatives of various medical professions, including doctors. This situation can significantly influence the current practice where decisions to treat the patient are discussed between doctors and pharmacists.\u003c/p\u003e \u003cp\u003eThe role of the pharmacist in the United Kingdom is crucial [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. While pharmacists in the UK are PCT members and take direct care of patients, in Poland, pharmacists are still perceived mainly as drug sellers.\u003c/p\u003e \u003cp\u003eThe UK education system is widely regulated and independently supervised, including the state final examination. Notably, the state exam may have a maximum of 3 attempts. In the event of a triple failure on the test, students may not be allowed to work as pharmacist. The results indicating that none of the surveyed graduates of Polish universities obtained the required number of points emphasize the relatively low level of pharmacy education. Data obtained from the General Pharmaceutical Council show that in 2019, the average pass rate in the United Kingdom is 72.33%.\u003c/p\u003e \u003cp\u003eThis will be a good point to also outline the pharmacy education system in Poland to compare and contrast the sections above. For this reason, it is necessary to develop a new model of education in Poland, based on the International Pharmaceutical Federation (FIP) guidelines and competency-based pharmacy education (CBPE) [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. In order to assess the knowledge and competencies of future pharmacists, it is recommended to introduce a final exam at Polish universities, which would be supervised by an independent organization. The real threat to these activities may turn out to be a noticeable downward trend in the number of new pharmacists, which already amounts to 1.85 pharmacists per pharmacy and is much lower than the number of pharmacists per pharmacy in other OECD countries (2.40) [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThe pharmaceutical education system in Poland requires complete changes. However, these modifications seem necessary to increase the pharmacist's role in the health care system and ensure the complete safety of patients. Although pharmacists are often overlooked in setting primary health goals, and their role in promoting health in many countries is still low, it should be noted that pharmacists are the medical profession most frequently visited by patients. Thus, great emphasis should be placed on educating pharmacists who can actively support patients' health in the area of pharmacotherapy, being also health educators.\u003c/p\u003e "},{"header":"List Of Abbreviations","content":"\u003cp\u003eAHAP - American Society of Health-System Pharmacists\u003c/p\u003e \u003cp\u003eCBPE - competency-based pharmacy education\u003c/p\u003e \u003cp\u003eFIP - International Pharmaceutical Federation\u003c/p\u003e \u003cp\u003eGPhC - General Pharmaceutical Council\u003c/p\u003e \u003cp\u003eMPharm - Master of Pharmacy\u003c/p\u003e \u003cp\u003eOECD - Organisation for Economic Co-operation and Developmen\u003c/p\u003e \u003cp\u003ePCT - Primary Care Teams\u003c/p\u003e \u003cp\u003eUK - United Kingdom\u003c/p\u003e \u003cp\u003eWHO - World Health Organization\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe local ethics committee ruled that no formal ethics approval was required for that study.\u0026nbsp;We confirm that all methods in the study were carried out in accordance with relevant guidelines and regulations. We confirm that informed consent was obtained from all subjects.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll data are available from the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNone declared.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNone.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConceptualization: PM, UR; Methodology: PM; Formal Analysis: UR,; Writing \u0026ndash; Original Draft Preparation: UR; Writing \u0026ndash; Review \u0026amp; Editing: AR, PM, MM, AB, JK, MWN, EP-Q and UR; Visualization UR; Supervision: PM, EP-Q. \u0026nbsp;All authors have read and approved the manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNone.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eDalton K, Byrne S. Role of the pharmacist in reducing healthcare costs: current insights. Integr Pharm Res Pract. 2017;6:37\u0026ndash;46.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKokane JV, Avhad PS. Role of Pharmacist in Health Care System. The Journal of Community Health Management 2016;3(1):37\u0026ndash;40.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBlouin RA, Adams ML. The Role of the Pharmacist in Health Care. North Carolina Medical Journal May 2017;78 (3): 165\u0026ndash;167.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWorld Health Organization. Everybody's business - strengthening health systems to improve health outcomes: WHO's framework for action. Geneva: World Health Organization; 2007.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAmerican Society of Health-System Pharmacists. ASHP statement on the role of health-system pharmacists in public health. Am J Health-Syst Pharm. 2008; 65:462\u0026ndash;467.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eŚwieczkowski D, Merks P, Cwalina N, Jaguszewski MJ. Development of Pharmacy Practice in European Countries-The Polish Perspective. Pharmacy (Basel). 2017 Aug 2;5(3):43.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAzhar S, Ibrahim MIM. Quality of Pharmacy Health Services in: Social and Administrative Aspects of Pharmacy in Low- and Middle-Income Countries. Present Challenges and Future Solutions (Ibrahim MIM ed.). London: Elsevier; 2018, pp\u0026nbsp;281\u0026ndash;294.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eThe Act of July 20, 2018 - Law on Higher Education and Science (Journal of Laws 2018, item 1668).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRegulation of the Minister of Science and Higher Education of 26 July 2019 on training standards for the profession of a doctor, dentist, pharmacist, nurse, midwife, laboratory diagnostician, physiotherapist and paramedic (Journal of Laws 2019, item 1573).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGeneral Pharmaceutical Council. Future pharmacists Standards for the initial education and training of pharmacists. London, May 2011.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTsuyuki RT, Beahm NP, Okada H, Al Hamarneh YN. Pharmacists as accessible primary health care providers: Review of the evidence. Can Pharm J (Ott). 2018;151(1):4\u0026ndash;5.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRaiche T, Pammett R, Dattani S. Community pharmacists' evolving role in Canadian primary health care: a vision of harmonization in a patchwork system. Pharm Pract (Granada). 2020;18(4):2171.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSamir Abdin M, Grenier-Gosselin L, Gu\u0026eacute;nette L. Impact of pharmacists' interventions on the pharmacotherapy of patients with complex needs monitored in multidisciplinary primary care teams. Int J Pharm Pract. 2020 Feb;28(1):75\u0026ndash;83.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGu\u0026eacute;nette L, Maheu A, Vanier MC, Dugr\u0026eacute; N, Rouleau L, Lalonde L. Pharmacists practising in family medicine groups: What are their activities and needs? J Clin Pharm Ther. 2020 Feb;45(1):105\u0026ndash;114.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eShamim S, Sharib SM, Malhi SM. Adverse drug reactions (ADRS) reporting: awareness and reasons of under-reporting among health care professionals, a challenge for pharmacists. SpringerPlus 2016;5:1778.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKhaira M, Mathers A, Benny Gerard N, Dolovich L. The Evolving Role and Impact of Integrating Pharmacists into Primary Care Teams: Experience from Ontario, Canada. Pharmacy (Basel). 2020;8(4):234.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHayhoe B, Cespedes JA, Foley K, Majeed A, Ruzangi J, Greenfield G. Impact of integrating pharmacists into primary care teams on health systems indicators: a systematic review. Br J Gen Pract. 2019 Sep 26;69(687):e665-e674.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBenson H, Lucas C, Benrimoj SI, Williams KA. The development of a role description and competency map for pharmacists in an interprofessional care setting. Int J Clin Pharm. 2019 Apr;41(2):391\u0026ndash;407.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKoster A, Schalekamp T, Meijerman I. Implementation of Competency-Based Pharmacy Education (CBPE). Pharmacy (Basel). 2017 Feb 21;5(1):10.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSupreme Pharmaceutical Chamber. Report on the Personnel Situation of Pharmacists for Poland. Available at: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://www.mpz.mz.gov.pl/wp-content/uploads/sites/4/2018/06/raport_farmaceuci.pdf\u003c/span\u003e\u003c/span\u003e Accessed 22 December 2021.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"pharmacist, education, pharmaceutical education, educational standards, Poland","lastPublishedDoi":"10.21203/rs.3.rs-871778/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-871778/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground.\u003c/h2\u003e \u003cp\u003eThis article aims to present the results of the final exam in pharmacy among Polish pharmacy students. This exam was modeled on the British national exam supervised by the General Pharmaceutical Council.\u003c/p\u003e\u003ch2\u003eMethods.\u003c/h2\u003e \u003cp\u003eThe exam was conducted in 3 cities in Poland, among a total of 175 final-year students. Taking the exam was voluntary and anonymous.\u003c/p\u003e\u003ch2\u003eResults.\u003c/h2\u003e \u003cp\u003eThe results indicate that none of the Polish students achieved the 70% mark required to pass the Great Britain exam. Significant differences in test results were noticed between cities. Students achieved the best average exam result in Bydgoszcz (46.35%), then in Warsaw (38.81%) and Ł\u0026oacute;dź (38.35%)\u003c/p\u003e\u003ch2\u003eConclusions.\u003c/h2\u003e \u003cp\u003eThe pharmaceutical education system in Poland requires complete changes that will prepare future pharmacists for clinical work. Increasing the role of a pharmacist in health care requires raising the level of education and emphasizing the practical content of education.\u003c/p\u003e","manuscriptTitle":"Post-Pharmacy Exam - Are We Ready? - The Results of the Exam conducted in Poland on the Model of the UK","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2021-09-27 15:22:30","doi":"10.21203/rs.3.rs-871778/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f1332ff9-bcf0-4a3d-9d50-01f2017f25b1","owner":[],"postedDate":"September 27th, 2021","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":7462875,"name":"Educational Philosophy and Theory"},{"id":7462876,"name":"Internal Medicine"}],"tags":[],"updatedAt":"2021-11-12T03:59:05+00:00","versionOfRecord":[],"versionCreatedAt":"2021-09-27 15:22:30","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-871778","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-871778","identity":"rs-871778","version":["v1"]},"buildId":"WrCJVZZCHTDjtuVLN7oU0","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}