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Evaluation of a Structured Educational Program for Community Pharmacists' Knowledge, Attitudes, and Satisfaction
Heba Awadallah1, Maher Khdour2
1Faculty of Public Health, Al-Quds University, Jerusalem P.O. Box 20002, Palestine.
Background:
Although diabetes is a major public health concern worldwide, evidence on formal diabetes education programs for community pharmacists in Palestine remains limited, despite their important role as accessible healthcare providers.
Objectives:
To evaluate immediate changes in community pharmacists' diabetes-related knowledge and attitudes toward patient-centered care following participation in a structured diabetes education program and to assess their satisfaction with the educational experience.
Methods:
This non-randomized controlled pretest-posttest study enrolled 200 community pharmacists in the West Bank, Palestine. Knowledge and attitudes were assessed using modified versions of the Diabetes Knowledge Test and Diabetes Attitude Scale (DAS-3), respectively. Satisfaction with the educational experience was assessed after the educational period using an adapted questionnaire. General linear models provided adjusted post-intervention comparisons and between-group comparisons of pre-post changes.
Results:
At the pooled baseline knowledge mean, the adjusted post-intervention knowledge score was higher in the intervention group (adjusted mean difference = 6.73, 95% CI [6.13, 7.33], p < 0.001), and the adjusted change in knowledge from pre- to post-intervention was greater in the intervention group (adjusted mean difference in change = 7.04, 95% CI [6.37, 7.71], p < 0.001). At the pooled baseline attitude mean, the adjusted post-intervention attitude score was higher in the intervention group (adjusted mean difference = 0.579, 95% CI [0.393, 0.765], p < 0.001). The adjusted between-group difference in change in attitude was small and not statistically significant (adjusted mean difference in change = 0.091, 95% CI [-0.061, 0.242], p = 0.238). The adjusted satisfaction score was likewise higher in the intervention group (adjusted difference = 0.304, 95% CI [0.122, 0.487], p = 0.001).
Conclusion:
Participation in the structured educational program was associated with greater immediate knowledge gains and higher satisfaction than receipt of standard written materials. However, the adjusted between-group difference in attitude change was not statistically significant. The non-randomized design limits causal inference, and longer-term studies are needed to assess sustained educational benefits and changes in practice.