Self-Learning about Herbal and Dietary Supplements: Perspectives Using the Theoretical Domains Framework

Area of Science:

• Pharmacy Education
• Pharmacology
• Continuing Professional Development

Background:

• Pharmacists require knowledge of herbal and dietary supplements (HDS).
• Pharmacy curricula offer limited coverage of HDS topics.
• Self-learning (SL) is crucial for acquiring HDS knowledge.

Purpose of the Study:

• To explore pharmacy students' beliefs and practices regarding self-learning about HDS (SL-HDS).
• To apply the Theoretical Domains Framework (TDF) to understand SL-HDS behaviors.
• To identify facilitators and barriers to SL-HDS among pharmacy students.

Main Methods:

• Focus group interviews (FGIs) were conducted with 20 undergraduate pharmacy students.
• Interviews were transcribed verbatim and analyzed using thematic content analysis.
• The Theoretical Domains Framework (TDF) guided the analysis of student beliefs.

Main Results:

• Student beliefs about SL-HDS were categorized into 12 TDF domains.
• Students demonstrated positive attitudes towards SL-HDS, recognizing its role in improving knowledge of HDS indications, adverse effects, and drug interactions.
• Facilitators (e.g., internet access) and barriers (e.g., time constraints, resource availability) were identified, alongside a demand for critical appraisal skills.

Conclusions:

• Pharmacy students perceive significant benefits from SL-HDS and view it as compatible with their professional role.
• Findings indicate students' readiness and willingness to engage in SL-HDS.
• The study highlights the need to equip students with critical appraisal skills for evaluating HDS information.