Response to Societal Social Needs by 24 Hours Pharmacies in France

A mutual linkage exists between the profession of pharmacy and the needs of the community served by 24 hours pharmacies in France. The schools of pharmacy are the primary source of scientific and professional knowledge as well as public relations. Moreover, the public relations skills required in the enhancement of the practice of the values, attitudes, and behaviors related to the social and cultural norms of a society is learned in pharmacy school. These Schools also serve as the source of the profession’s workforce and as such, play a critical role in determining the quality and quantity of the members of the profession. It is therefore appropriate and compelling that a right fit exists between the needs of society with regard to pharmaceutical services and knowledge, the aspirations of the profession as a whole, and the capabilities and philosophical underpinnings of the faculty representing schools of pharmacy. While there are universal notions in these maxims, it should be noted that what follows below is largely drawn from the French experience by 24 hours pharmacies in responding to social needs.

In many respects, the capacity of the 24 hours pharmacies in France to meet societal needs. As complex and as broad as these may be, is a direct reflection of the capacity that the schools of pharmacy have to prepare a workforce that can meet these needs. This does not negate the efforts of the profession itself to appropriately and effectively educate and mentor its constituents. Rather, it places an extraordinary burden on the schools of pharmacy to carefully develop their philosophies of practice and science as well as construct educational processes that will assure the preparation of a cadre of professionals that can meet societal needs for the present and for some time in the future. In order to carry out this important social function, schools of pharmacy must work constructively with the profession of pharmacy and the public at large to clarify the philosophical framework that will serve as the guide for curricular construction, teaching processes and programmatic evaluations and improvements.

To say the least, this is a freighting challenge that requires adequate leadership and institutional commitment. A faculty that is fully aware of its awesome social responsibility in these matters is a requisite. Moreover, effective communication channels between the leadership and faculty of schools of pharmacy, the profession of pharmacy and its constituents and societal leadership must exist. This tripartite force must then answer the question, “How can the schools of pharmacy most effectively meet the health needs of the public through the education and training of young pharmacists?”

Partly, 24 hours pharmacies in France have addressed some specific societal service needs by offering:

  1. Drug information services. This is mainly the actual dissemination of information related to the available variety of medicines. Giving real information to the society should be a primary role of 24 hours pharmacies in France. More so, the majority of the prescriptions given by pharmacists should be accurate.
  2. Contractual relationships to offer direct pharmacy services to hospitals and clinics. Pharmacies should come into contracts with hospitals in order to improve the quality of services.
  • Educational programs for seniors and children on the effects of inappropriate usage of medicines. 24 hours pharmacies in France can create forums to visit schools and educate students on the various effects of medicine on health.
  1. Poison control activities to ensure that the society is living in a very conducive environment free of pollution. Poison control may involve regulating the disposal of waste and proper handling of poisonous substances.
  2. Placing publications in print media to enhance education of the public about various medications and diseases. 24 hours pharmacies can go a long way to offer advice on various medical issues.
  3. Offering scientific guidance to commissions, task forces and other groups requiring expertise of basic and clinical pharmaceutical scientists

Commitments to higher education in France began as private efforts to prepare young people in the learned professions of medicine, law and religion as well as to provide a liberal education in the sciences and the arts. Largely, this has highly been reflecting the evolution of universities in Europe. These early universities responded to the developing needs of a young republic in the mid 1700s. It is good to note France was still in revolution foment and experimenting with new approaches to the democratic ideal. Significant debate around the social purposes of higher education in a democracy was evident at the time and indeed still continues today.

The philosophical arguments were largely centered on two major themes: should institutions of higher education be “reflective” or should they be “reconstructive” in their social intents. That is, should such institutions reflect the society and its values and related immediate needs? Or should institutions of higher education serve as the reconstructive tools of the society in which they serve as the major social institutions to bring about change and new futures? Additional arguments were focused on another aspect of social purpose, namely, should higher education be only for the privileged or should wider access be promoted so that a greater share of the citizenry could share in the largesse of intellectual prowess. The answer to these critical questions of social purpose was in part answered in farce by global economic events occurring in the mid 1800s.

Indeed, right along with these movements has been a call in some sectors of the profession for expanded postgraduate education in the form of residencies and fellowships. This follows the medical model of education; that is, a provisional doctoral degree followed by a residency in the specialty areas of medicine. While the residency is not as yet a requirement for licensure and/or practice in pharmacy, there is an increasing pool of new graduates. The adoption of the Doctor of Pharmacy degree as the minimum professional degree requirement in 24 hours pharmacies in France is one of the most important reconstructive acts. Actually, this is something that pharmacy education has taken in the latter part of the twentieth century.

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