A cross-sectional comparison between the perception of physicians and pharmacists concerning the role of the pharmacist in physician training.

Objectives: This study aimed to identify and compare physician-pharmacist perceptions concerning drug teaching to physicians by pharmacists in Swiss hospital settings.

Material And Methods: Questionnaires were emailed to all French-speaking physicians (survey A) and pharmacists (survey B) working in Swiss hospitals where medical directors/chief-pharmacists had approved the study. Questions were developed based on previous physician interviews.

Hospital pharmacists seen through the eyes of physicians: qualitative semi-structured interviews.

Background Pharmacist-physician collaboration can lead to many positive outcomes. However, collaboration between healthcare providers is complex and rarely performed optimally. Objectives To study physician-pharmacist collaboration in hospital settings, from the physician's point of view.

Improving maternal and neonatal departments in high and low resource settings: the opinion of local health providers.

Aim: We compared local health caregivers' opinions regarding the priority areas for improving the maternal and neonatal departments in low and high resource countries.

Methods: Personnel involved in maternal and neonatal care operating in level III, teaching hospitals in four countries (Sri Lanka, Mongolia, USA, and Italy) were asked to fill out an anonymous, written questionnaire.

Results: The questionnaire was completed by 1112 out of 1265 (87.

A new approach for patient education: beyond constructivism.

Over the last ten years, research developed in science education, especially at the University of Geneva, has demonstrated that education must be centered on interactions between the learner's conceptions and a systemic educational environment. Transposed to a medical knowledge, this new model, originally conceived by the authors and called the 'allosteric learning model', offers new ways of considering patient education. After criticizing the 'grand theories' of learning, mainly the latest ones called constructivist models, the authors suggest a new set of micromodels designed to explain thoroughly the functioning of the patient's thought process (questions, frame of references, semantic network,.