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

• Published in: International journal of environmental research and public health 2022-09, Vol.19 (17), p.10901
• Main Authors: Abd Wahab, Mohd Shahezwan, Wan Ismail, Wan Nur Syamimi, Ali, Aida Azlina, Ibrahim, Norkasihan, Othman, Noordin, Mohd Nor Hazalin, Nurul Aqmar, Goh, Khang Wen, Ming, Long Chiau
• Format: Article
• Language: English
• Subjects: Content analysis; Core curriculum; Curriculum; Dietary Supplements; Domains; Drug stores; Education; Education, Pharmacy; Humans; Knowledge; Pharmacists; Social networks; Students; Students, Pharmacy
• ISSN: 1660-4601; 1661-7827; 1660-4601
• DOI: 10.3390/ijerph191710901

Self-learning (SL) is a process in which individuals take the initiative to acquire knowledge with or without the help of others. Knowledge about herbal and dietary supplements (HDS) is important for pharmacists. Unfortunately, there is limited coverage of topics relating to HDS in the pharmacy curricula. The present focus group study applies the Theoretical Domains Framework (TDF) to explore pharmacy students' practices and beliefs regarding SL about HDS (SL-HDS). Focus group interviews (FGIs) were conducted between April and May 2019 among a sample of undergraduate pharmacy students at a public university ( = 20). Four FGI sessions were conducted, each lasting about 60 to 75 min, and all the sessions were audio-recorded. The interviews were transcribed verbatim and analysed using thematic content analysis. Beliefs about SL-HDS were categorised into 12 domains based on the TDF. Students showed positive attitudes towards SL-HDS and agreed that their involvement in SL-HDS was instrumental in improving their knowledge about various aspects of HDS including indications, adverse effects, and HDS-drug interactions. Various facilitators and barriers influencing students' participation in SL-HDS were uncovered (e.g., access to the internet, time, availability of reference resources). The students demanded to be equipped with critical appraisal skills, as they had limited confidence in assessing literature or information about HDS. This study revealed that the students saw the benefits of SL-HDS. They also perceived that engaging in SL-HDS is compatible with the role of pharmacy students. The findings showed students' readiness and willingness to conduct SL-HDS.