Assessment of Pharmacy Students' Knowledge, Attitude, and Practice toward Herbal Dietary Supplements

Autor/inn/en	Nakhal, Sarah A.; Domiati, Souraya A.; Amin, Mohamed E. K.; El-Lakany, Abdalla M.
Titel	Assessment of Pharmacy Students' Knowledge, Attitude, and Practice toward Herbal Dietary Supplements
Quelle	In: Journal of American College Health, 70 (2022) 6, S.1826-1830 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Domiati, Souraya A.) ORCID (Amin, Mohamed E. K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2020.1825226
Schlagwörter	Dietetics; Foreign Countries; Pharmaceutical Education; Pharmacy; Student Attitudes; Knowledge Level; Health Behavior; Information Sources; College Students; Lebanon + Suchen Sie Ihr Suchwort? Ernährungslehre; Ausland; Apotheke; Schülerverhalten; Wissensbasis; Health behaviour; Gesundheitsverhalten; Information source; Informationsquelle; Collegestudent; Libanon
Abstract	Objective: Although there has been an expanded use of herbal supplements worldwide, data concerning their consumption patterns and knowledge are limited. Consequently, the present study aimed to assess the knowledge, attitude, and practice of Lebanese pharmacy students toward herbal dietary supplements. Participants and methods: A cross-sectional observational study was conducted by administering a 23-items' survey to a convenient sample of pharmacy students. Results: Out of 355 pharmacy students assessed, 168 were using at least one dietary supplement, mainly to treat health problems. Their primary source of information was the Internet. Health benefits of Ginkgo Biloba were known by 63% while that of Glucosamine by 12%. Similarly, side effects of Ginkgo Biloba were recognized by 62% while that of St. John's Wort by only 2%. Conclusion: Despite the comprehensive coverage of herbal supplements in the pharmacy curriculum, some were weakly known namely; Glucosamine and St. John's Wort. Consequently, emphasis should be done to fill the gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01