* Includes Taiwan, Province of the People’s Republic of China.
Country |
Frequency |
Antigua |
1 |
Argentina |
2 |
Australia |
11 |
Austria |
1 |
Bangladesh |
1 |
Belgium |
5 |
Canada |
13 |
Croatia |
2 |
Cuba |
2 |
Czech Republic |
4 |
Denmark |
2 |
Ecuador |
1 |
Egypt |
1 |
Estonia |
1 |
Fiji |
1 |
Finland |
2 |
France |
10 |
Germany |
5 |
Ghana |
1 |
Greece |
1 |
Hungary |
1 |
Iceland |
2 |
India |
4 |
Indonesia |
5 |
Iraq |
1 |
Islamic Republic of Iran |
1 |
Ireland |
2 |
Italy |
3 |
Kenya |
1 |
Korea (Republic of) |
3 |
Lebanon |
2 |
Lithuania |
1 |
Malaysia |
5 |
Mauritius |
1 |
Mozambique |
1 |
Nepal |
2 |
New Zealand |
5 |
Norway |
2 |
Pakistan |
2 |
Palestinian Self-Rule Areas |
1 |
Peru |
1 |
Philippines |
4 |
Poland |
3 |
Portugal |
3 |
Romania |
2 |
Serbia and Montenegro |
1 |
Slovakia |
1 |
South Africa |
10 |
Spain |
12 |
Sri Lanka |
1 |
Sweden |
5 |
Switzerland |
3 |
China, Province of Taiwan |
2 |
Thailand |
7 |
The Netherlands |
3 |
Turkey |
5 |
Uganda |
3 |
UK |
9 |
Ukraine |
1 |
USA |
35 |
Venezuela |
1 |
Yemen |
1 |
Zambia |
1 |
Zimbabwe |
2 |
TOTAL |
228 |
Breakdown of responses by WHO Region
WHO African Region |
Frequency |
South Africa |
10 |
Uganda |
3 |
Zimbabwe |
2 |
Ghana |
1 |
Kenya |
1 |
Mauritius |
1 |
Mozambique |
1 |
Zambia |
1 |
Total number of responses |
20 |
WHO Region of the Americas |
Frequency |
USA |
35 |
Canada |
13 |
Argentina |
2 |
Cuba |
2 |
Antigua |
1 |
Ecuador |
1 |
Peru |
1 |
Venezuela |
1 |
Total number of responses |
56 |
WHO South-East Asia Region |
Frequency |
Thailand |
7 |
Indonesia |
5 |
India |
4 |
Nepal |
2 |
Bangladesh |
1 |
Sri Lanka |
1 |
Total number of responses |
20 |
WHO Eastern Mediterranean Region |
Frequency |
Lebanon |
2 |
Pakistan |
2 |
Egypt |
1 |
Iraqn |
1 |
Islamic Republic of Iran |
1 |
Palestinian Self-Rule Areas |
1 |
Yemen |
1 |
Total per region |
9 |
WHO Western Pacific Region |
Frequency |
Australia |
11 |
Malaysia |
5 |
New Zealand |
5 |
Philippines |
4 |
Republic of Korea |
3 |
China, Province of Taiwan |
2 |
Fiji |
1 |
Total per region |
31 |
WHO European Region |
Frequency |
Spain |
12 |
France |
10 |
UK |
9 |
Belgium |
5 |
Germany |
5 |
Sweden |
5 |
Turkey |
5 |
Czech Republic |
4 |
Italy |
3 |
Poland |
3 |
Portugal |
3 |
Switzerland |
3 |
The Netherlands |
3 |
Croatia |
2 |
Denmark |
2 |
Finland |
2 |
Iceland |
2 |
Ireland |
2 |
Norway |
2 |
Romania |
2 |
Austria |
1 |
Estonia |
1 |
Greece |
1 |
Hungary |
1 |
Lithuania |
1 |
Serbia and Montenegro |
1 |
Slovakia |
1 |
Ukraine |
1 |
Total per region |
92 |
Countries with 5 or more responses
Country |
Frequency |
USA |
35 |
Canada |
13 |
Spain |
12 |
Australia |
11 |
South Africa |
10 |
France |
10 |
UK |
9 |
Thailand |
7 |
Indonesia |
5 |
Belgium |
5 |
Germany |
5 |
Sweden |
5 |
Turkey |
5 |
Malaysia |
5 |
New Zealand |
5 |
Names of courses, medical specialties etc. (longer text info)
Within the regular curriculum, medical faculty
Course name |
No. |
Pharmacology or ‘basic pharmacology’ |
22 |
Clinical pharmacology |
21 |
Pharmacotherapy, therapeutics, pharmacotherapeutics or ‘rational pharmacotherapy’ |
12 |
Ethics, bioethics or medical ethics |
6 |
Rational drug use/ rational use of medicines |
5 |
Pharmacology and toxicology |
4 |
Personal & professional development |
3 |
Bachelor of Medicine |
2 |
General practice |
2 |
Health economics for medical students |
2 |
Pharmacology and therapeutics |
2 |
Practice of medicine (2): managing conflicts of interests - physician and pharmaceutical industry relations (1) |
2 |
2nd year symposium on commercialisation of medicine; 3rd year problem-based learning case on relations with pharmaceutical industry |
1 |
Clinical epidemiology - problem-based curriculum (PBL) |
1 |
Clinical sciences & Investigative medicine |
1 |
Community medicine, |
1 |
Critical appraisal |
1 |
Critical approach to the biomedical literature |
1 |
Degeneration and diseases of aging (Topic: effects of drug promotion on prescribing behaviour) |
1 |
Delivery of health care |
1 |
Development of medicines: clinical research methodology |
1 |
Doctoring |
1 |
Drug companies activities and medical ethics |
1 |
Family medicine |
1 |
Improving rational antibiotic use in Chinese hospitals |
1 |
Information on medicines and publicity |
1 |
Integrated in the course Medical drugs in society |
1 |
Integrated in the problem-based curriculum |
1 |
Issues in medicine |
1 |
Medical personal & professional development (year 2), year 4 common programme |
1 |
Medical sociology |
1 |
Part of clinical discussion of 3 hours on dispensing and prescribing |
1 |
Prescribing |
1 |
Psychiatry clerkship (1 1/2 hr) |
1 |
Public health |
1 |
Scientific basis of medicine |
1 |
Social pharmacology |
1 |
The development of medicine |
1 |
Use of medicines |
1 |
Within the regular curriculum, pharmacy faculty
Course name |
No. |
Pharmacy practice |
6 |
Health care ethics or pharmacy ethics |
5 |
Pharmacy law |
5 |
Pharmaceutical marketing; and hospital pharmacy (2); and healthcare system (1) |
4 |
Pharmacology; 2hr drug information course re relationship with drug industry (1) |
4 |
Clinical pharmacy; deontology and pharmaceutical legislation (1) |
3 |
Forensic pharmacy |
3 |
Pharmacotherapy; applied pharmacotherapeutics |
3 |
Pharmacy - critical appraisal series |
3 |
Pharmacy in the health care system |
3 |
Profession of pharmacy |
3 |
Communication skills |
2 |
Industrial pharmacy practice; industrial pharmacy modules |
2 |
Public health pharmacy (Year 1) |
2 |
Social pharmacy |
2 |
Pharmacoepidemiology and pharmacoeconomics |
1 |
Pharmacy information systems and literature evaluation |
1 |
Biomedical literature evaluation |
|
Biopharm and drug registration |
|
Community pharmacy practice, dispensing lab. |
|
Drug literature evaluation |
|
Drug regulation, pharmaceutics |
|
Drug use, drug information, the pharmaceutical organizations and the law, economy |
|
Foundations of pharmacy; issues in pharmacy (2 courses) |
|
Health policy and pharmacy management, case conference on pharmacotherapy, clinical drug trials |
|
Hospital pharmacy |
|
Included in courses: information sources; drug policy; pharmacy & law; |
|
Medicines promotion at the pharmaceutical market |
|
Pharmaceutical care; pharmaceutical regulations and deontology |
|
Pharmaceutical regulatory affairs (translation) |
|
Pharmaco informatics (Year 2) |
|
Provincial and national healthcare |
|
2. Elective courses - medical faculties
Subject |
No. |
Clinical pharmacology |
7 |
Pharmacology |
6 |
Pharmaceutical marketing |
2 |
Continuing education and information |
|
Development of new drugs and healthcare products (Desarrollo de nuevos fármacos y productos sanitario) |
|
Doctors and the pharmaceutical industry |
|
Drug pedagogics |
|
Ethics of the pharmaceutical industry |
|
Family medicine electives |
|
Health policy elective |
|
Improving rational antibiotic use in Chinese hospitals |
|
Molecules to man |
|
Pharmacoeconomics |
|
Pharmacoepidemiology |
|
Pharmacotherapy |
|
Physicians and Big Pharma |
|
Promoting rational drug use (promotion included in course) |
|
Sources of pharmacological information on medicines (Fuentes de información farmacologica de medicamentos) |
|
Elective courses - pharmacy faculties
Subject |
No |
Pharmaceutical marketing |
4 |
Hospital pharmacy |
2 |
Pharmaceutical sales techniques; Principles of pharmaceutical marketing |
2 |
Pharmacoepidemiology |
2 |
Clinical pharmacy |
|
Communication |
|
Drug promotion |
|
Drugs & behaviour (drugs & society), drug education |
|
Ethics in pharmacy practice |
|
Health policy analysis |
|
Healthcare management |
|
Information and communication |
|
International health care systems |
|
Intro to health care delivery |
|
Management for the pharmacist |
|
Non-prescription drug therapy |
|
Pharmaceutical policy |
|
Pharmacoeconomics |
|
Pharmacy and law |
|
Understanding the pharmaceutical industry (connaissance de l’industrie pharmaceutique) |
|
1C. If education about drug promotion is included within residency or specialty training, which specialty/specialties - medical
Specialty |
No. |
Clinical pharmacology |
8 |
All or most |
5 |
Internal medicine |
4 |
Pharmacology |
4 |
Family medicine |
3 |
General practice |
2 |
Paediatrics |
2 |
Psychiatry |
2 |
Clinical pharmacology and toxicology |
|
General surgery |
|
Master degree |
|
Medicine |
|
Module on therapeutics for the national exam [module 11 - items de thérapeutique générale dans le cadre de l’examen national classant (en remplacement de l’internat] |
|
Neurology |
|
Obstetrics & gynaecology |
|
Urology |
|
Specialty or specialized training - pharmacy
Specialty |
No. |
Community pharmacy (includes post graduate community pharmacy training) |
4 |
Hospital pharmacy |
2 |
Pharmacy practice residency |
2 |
As part of summer Practical Pharmacy training for 300 hours total period |
|
Business pharmacy track |
|
Clinical pharmacy |
|
Drug information practice residency |
|
Postgraduate level |
|
Professional doctors in pharmacy and medicine |
|
Other types of teaching - medical
| |
No. |
Community health programmes |
|
Field work in clinics and hospitals |
|
In the clinics and on the wards there are discussions |
|
A new module for students - critical appraisal of clinical trials (nouveau module pour les étudiants du DCEM2 et 3: Lecture critique d’articles: analyse des essais thérapeutiques) |
|
It sometimes is mentioned briefly in other courses |
|
During critical appraisal sessions conducted in journal clubs |
2 |
I teach at a course for students at the “biopharmaceutical science programme” - more directed at supplying Pharma with R & D professions. Course on clinical trials methodology examines evidence for various promotional statements. |
|
Opportunistic discussions on ward rounds and in clinics |
|
Topic is discussed during all items concerning drug choice and prescribing, as antidepressive agents, antihistaminica, antibiotics, antihypertensive agents. etc |
|
Assignments to publish a drug brochure |
|
Conferences arranged according to new trends and actual problems |
|
Seminars |
|
We issue projects on evidence based prescribing to be completed by students |
|
Informally, at rounds, while doing clinics, while seeing drug reps |
|
Handing out articles on relevant matters (eg recent quarrel about brand/generic ARVs) |
|
Case studies following visits to doctors’ surgeries and pharmacies |
|
Within short training course on promoting rational drug use |
|
Included in pharmacology lectures |
|
One to one on ward rounds, at clinics etc. |
|
I am asked to present at Grand Rounds; I and others speak to our residents and fellows when I attend |
|
On clinical rotations faculty are encouraged to address this - it is sporadic and dependent of faculty preceptor |
|
I work it into all my teachings but many colleagues feel differently and either do none, or teach the opposite, i.e. that my view is paranoid or is “serving the government” |
|
Via e-campus |
|
Post grad course on clinical and experimental pharmacology |
|
Largely the hidden curriculum; student initiatives - no free lunch speakers etc. |
|
In “promoting rational drug use” courses and also courses/workshops on “drug and therapeutics committees” |
|
The issues of drug promotion come up continuously during student training. I would be amazed if the students here were not very aware of the issues. |
|
Not consistently. Former Merck rep discussed drug industry promotional tactics from “insider” perspective; group of students has set up similar “no free lunch” group involving one seminar (debate with medical rep) |
|
Seminar on clinical pharmacology |
|
At times, the subject surfaces in classes in BioEthics |
|
Drug fair |
|
We have a drug information centre which provides education and training to health professionals - this includes drug promotion |
|
Post graduate dispensing course for doctors |
|
Faculty has a student group “Students Involved in Rational Health Activity” they also have a few activities in drug promotion |
|
Medical ethics - chapter on access to innovations and information (Ethique médicale; chapitre sur l’accès à l’innovation et sur l’information) |
|
Through informal extracurricular evening sessions (one per semester) through other contacts within our problem-based curriculum |
|
Considerable time spent educating general practitioners |
|
Formation médicale continue des cardiologues |
|
Also as part of drug information course - required course |
|
Course on the pharmaceutical industry |
|
In some lectures (other than pharmacotherapy course) I explain about drug promotions and how drug companies affect doctors to prescribe their medications |
|
It is discussed when specific groups of drugs are presented e.g. SSRI or proton pump inhibitors or NSAIDs |
|
I’m not clear on what question means; we integrate it into clinical pharmacology, evidence-based medicine and ethics teaching within the curriculum over the full 5 years of the B.Med programme |
|
2nd year pharmacology course |
|
Included in subject “clinical pharmacology” an hour or so - plus some years a seminar with the students (2hours). Use WHO video “Good morning Mrs Dealer”. Plus 3 hour bioethics for post grads |
|
Pharmacology and therapeutics involve rational drug therapy and rational prescribing and understanding essential drug concept and criticism on drug combinations |
|
During therapeutic teaching |
|
Refer to this contentious issue during discussion on therapeutics |
|
Because I was responsible for some years for drug advertising control in Lithuania and for drug information, I learn promotion praxis; during pharmacology lectures/seminars I always present cases of wrong drug promotion and familiarise students with rules |
|
Intermittent lectures to interested students and residents. In addition, a module on this topic is included - but not every year - in a required course for medical students |
|
Instruction in pharmacoeconomics, evidence-based medicine and medical ethics |
|
Information on promotion included in “Advanced Therapeutics” Course at end of 4th year Medicine just before students write their licensing exams |
|
One seminar within the speciality of family medicine |
|
Occasionally during lectures of basic or clinical pharmacology |
|
Course on information on medicines “cours sur l’information sur le medicament” |
|
As a component of the Medical Ethics course which is compulsory for all students |
|
Brief mention in Medical Pharmacology course |
|
Other types of teaching - pharmacy
Within doctor’s degree (PhD)
Drug information rotation
• regular workshops, seminars, conferences, CPD/CPE(continuous pharmacy education) programmes
Drug information services, clerkship at the drug company
• eight weeks practical training course at a pharmaceutical company
• we have an elective clerkship rotation in pharmaceutical sales, taken by 2-3 students a year
• topic for master’s thesis
• 1 hour lecture in the epidemiology module for all students in third year (AP300), practicals for all students in third year (AP 301)
• professional training in a drug stores or in a pharmaceutical company
• pharmacy professional training
Mini project, survey, seminar
Through research opportunities with faculty members
Integrated into teaching of pharmaco-epidemiology, communication and conselling, etc.
A required assignment necessitating research of DTCA and considerations of the pros and cons of the practice
One of the topics students may choose for their graduation thesis is drug promotion. It is chosen every year. Last year focussed on med reps in Hungary, next year topics on comparison of advertising rules for OTCs and internet
Assignment evaluating a pharmaceutical advertisement given to students.
Main focus is determining whether or not advert is evidence-based
Critical Appraisal series is to develop students’ ability to apply research clinically, developing broad skills underpinned by healthy scepticism, e.g. “Drug Industry Insights”
Written assignment where students must critically appraise advertisements for pharmaceuticals some clinical rotations cover this material
drug promotion is taught in forensic pharmacy curriculum under the headings of drug law. Mostly it depends on the exposure and understanding of the teacher that how much he covers - usually within framework of drug law
When they are writing their theses at the end of their studies, they might take up drug promotions as part of their research (in general write about a group of drugs)
mentioned in many courses by staff who are pharmacists
1. Post information on Notice Board; 2. Part of Module in Rational Drug Management course lectures, fill out an application for registration of medicines into of our Act and related regulations. discussions on GMP, etc. and marketing etc. is done in Pharm Practice
students complete clerkship rotations during their last professional year. if they elect to do a pharmaceutical industry rotation, they are likely to learn about drug promotion
we encourage our preceptors, especially pharmaceutical companies, who accept our students for experimental learning courses, to emphasize on the topic
Seminars every week on drug promotion
• we intend to add drug promotion to future courses
• intro clinical course dealing mainly with self-treatment. this course introduces “critical appraisal” of products on market - by therapeutic class
• discussed in the drug information class, but not in great detail and is not a requirement for that class
• discussed in a required course “The US Healthcare System”