Complementary and Alternative Therapy for Chronic Fatigue Syndrome

Rebekah Moles^*
*Correspondence: Rebekah Moles, Department of Medicinal Chemistry, College of Pharmacy, University of Florida, FL 32610, USA, Email:

Keywords

Therapeutical effectiveness • Aforementioned conditions • Lowenthal

Introduction

The educator in charge of teaching pharmacy ethics at each of the 19 institutions in Australia and New Zealand was invited via email. Semi-structured interviews were conducted in person, via email, or over the phone and where feasible, audio-recorded, transcribed and entered into data analysis software over a six- to eight-week period. The interview process's topics and issues were examined using an inductive analysis method to identify themes. 17 of the educators who were invited to participate in this study completed interviews and were included in the research. Australia and New Zealand schools lack resources for teaching pharmacy ethics, according to participants. The lack of expertise and haphazard method educators employed to create their courses exacerbated this issue. Institutional assessment methods varied. According to participants, schools need to move toward a pharmacy ethics course that is more standardized and has clear guidelines [1,2].

Discussion

A review of medical ethics education in Western English-speaking nations reveals that the situation appears to be much worse in medicine. In medicine, ethics education focuses primarily on cognitive (i.e., competency) and moral (i.e., virtue) goals; nonetheless, morals coursework isn't required. In addition, incorporating ethics into the curriculum is difficult due to a lack of faculty with expertise in the subject.5 How can faculty members who are relatively unfamiliar with the subject teach others about ethical behavior? There are a number of helpful websites for faculty who are interested in learning more about important terms related to philosophical topics like ethics. Particularly, a Brown University website offers an excellent summary of the crucial issues associated with decisions regarding what is right or wrong. These websites provide information on ethical decision-making that is not specific to pharmacy but can provide a foundational understanding of ethics that can supplement the few publications on ethics instruction that are available that are more relevant to pharmacy education.

I frequently question a patient's prescription based on efficacy, safety, or other patient-specific concerns as a pharmacist with more than 40 years of practice experience, primarily in hospital settings as part of an interprofessional patient-care team. A thorough review of the patient's health information, including the current problem list, medical history, laboratory and other test results and discussions with the patient and physician are required to resolve these issues. After this review and discussion of the records, my concerns are sometimes alleviated; whereas in other instances, the doctor agrees to modify the prescription in response to my suggestion. Fortunately, I have rarely been forced to refuse to fill a prescription because I believed there was a clear risk that outweighed the potential benefit for a patient. Notably, national pharmacy organizations working under the Joint Commission of Pharmacy Practitioners (JCPP) have outlined one of the final steps in this patient care process as the actual medication dispensing.

Over the 19 years of identified empirical ethics studies, a chronological change in research approach and method was evident. A questionnaire with hypothetical ethical scenarios from which respondents selected options was used in many of the earlier studies. This permitted factual examination of drug specialists' moral issues and thinking, though practically all later investigations embraced interview or center gathering strategies. The earliest known empirical ethics study, conducted by Lowenthal et al. and aimed to develop more appropriate undergraduate ethics instruction, examined the attitudes of practicing and student pharmacists toward ethical dilemmas. A postal questionnaire was used, with questions requiring a straightforward "yes" or "no" answer to a variety of hypothetical dilemmas derived from the experiences of the authors or from normative literature. Although there were some disagreements, the study found that students and pharmacists shared a lot of the same attitudes regarding many of the issues presented. In empirical ethics research, the selection of pertinent vignettes or scenarios for questionnaires has been identified as a concern in the fields of business ethics and medical ethics and it was also evident in several of the pharmacy studies that were identified.

In addition to the identified methodological differences, numerous normative and psychologically distinct theoretical approaches to ethics were also discovered. For instance, albeit the review looked to investigate the variety of moral comprehension, the ensuing examination of interview information incorporated a correlation of drug specialists' thinking to just a single specific, though famous, standardizing moral hypothesis. Although other values were taken into consideration, Beauchamp and Childress' biomedical ethics principles served as the theoretical foundation for determining evidence of ethical comprehension. Although the authors acknowledged the implied nature of such inferences and noted that pharmacists did not explicitly mention these principles, the study provided examples of autonomy, beneficence, nonmaleficence and justice. Except for a few secondary texts, the study provided no evidence to support the presumption that the four principles approach should be used for ethical judgment [3,4].

Finding out if there is an ethical quandary is the first step. Taking the field of education as an illustration, a number of the most common ethical issues educators face include concerns raised by students regarding testing and other forms of assessment, such as professionalism or fairness. Student or faculty behavior that is disrespectful (such as email messages or social media posts), breaks a promise (such as faculty failure to follow the syllabus), or threatens existing or future relationships may be indicators of a lack of professionalism. Fairness concerns can arise when actions taken by faculty or students could cause harm (emotional, physical, or, in case-based situations, theoretical) or compromise someone's rights by giving one party an unfair advantage (cheating, for example). As talked about by Stratton, inquiries to consider in this step connect with issues like decency, guarantees, hurt, connections, freedoms, advantages and regard. When any of these ideas are violated, the situation becomes an ethical quandary and the next step is taken [5].

Conclusion

Pharmacy education, including pharmacy ethics, has evolved over the past few decades as the profession's focus has shifted to patient-centered care, despite its traditional foundation in science. This study's findings suggested that many suggestions could be implemented to improve the status quo regarding the teaching of pharmacy ethics in Australia and New Zealand. One way to deal with further developing understudy guidance in drug store morals is the improvement of a "train the mentor" program for employees.

References

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