An Assessment of Knowledge, Attitudes and Perceptions of Pharmacy Education Programs between Pharmacy Students in Libya
Mahmoud Elderbi
Faculty of Medicine-Elmarj, Benghazi University, Elmarj, Libya.
Fatma Elshibani *
Faculty of Pharmacy, Benghazi University, Benghazi, Libya.
Malak Almsmary
Faculty of Pharmacy, Assalam International University, Benghazi, Libya.
Albatol Alkhfefe
Faculty of Pharmacy, Assalam International University, Benghazi, Libya.
Safa Aljazwi
Faculty of Pharmacy, Assalam International University, Benghazi, Libya.
*Author to whom correspondence should be addressed.
Abstract
Background: In Libya, pharmacy education has traditionally followed a product-focused model, emphasizing pharmaceutical sciences and dispensing, with limited changes over the past decades despite evolving healthcare needs. The global shift towards patient-centered pharmacy practice has led to adoption of clinically oriented Doctor of Pharmacy (PharmD) programs in many countries, including recent curricular reforms in Libya. This study explores pharmacy students' knowledge, attitudes, and perceptions of Bachelor of Pharmacy (BPharm) and PharmD programs at Assalam International University (AIU) to inform ongoing educational development responsive to regional demands.
Study Design: The study is a cross-sectional survey involved 60 pharmacy students.
Place and Duration of Study: from the 2nd to 8th semesters at AIU during the 2024-2025 academic year.
Methodology: Using a validated self-administered questionnaire, the study assessed students' understanding of program curricula, professional outlook, and future career ambitions. Descriptive statistics summarized students’ responses.
Results: The students were generally aware of both BPharm and PharmD programs, showing strong preference for the patient-centered PharmD model aligned with modern healthcare roles. While confidence in clinical skills gained through the BPharm was moderate, students recognized the PharmD program as better suited for emerging pharmacy practice demands. Interest was high in postgraduate clinical pharmacy training.
Conclusion: The study concludes that pharmacy education at AIU is progressing towards a patient-centered, clinically focused PharmD framework, reflecting global trends. To bridge gaps in practical competence and enhance education quality, recommendations include increased experiential learning, national accreditation enforcement, faculty development, and expansion of postgraduate training pathways. These reforms aim to elevate pharmacy education and practice standards in Libya, ultimately benefiting healthcare delivery and patient outcomes.
Keywords: Pharmacy education, BPharm, PharmD, pharmacy students, curriculum, AIU, Libya