Current Influences on Pharmacovigilance Education

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Chapter: Pharmacovigilance: Teaching and Learning Pharmacovigilance

The WHO’s definition of pharmacovigilance (WHO, 2002) is scoped very broadly.


CURRENT INFLUENCES ON PHARMACOVIGILANCE EDUCATION

The WHO’s definition of pharmacovigilance (WHO, 2002) is scoped very broadly. The science and activ-ities relating to the detection, evaluation, under-standing and prevention of adverse drug reactions or any other drug-related problems. This definition has evolved considerably during the period 1961– 2000 and includes, through the term ‘prevention’, a clear call for knowledge gained through pharma-covigilance activities to be influencing and improving outcomes from use of medicines. This call is reflected in contemporary expert commentary on the impor-tance of surveillance and drug safety (Edwards, Faich and Tilson, 2005): A general effort to improve risk communication both in particular instances and in the general education of the public, should be a high priority.

For the individual healthcare professional to reli-ably learn and incorporate pharmacovigilance in their routine patient care is now a key challenge.

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