Browsing by Author "Mavu, Daniel"

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    COVID-19 resilient pharmacy education:
    (FIP, 2020) Mavu, Daniel; Lates, Jennie; Hango, Ester; Rennie, Timothy; Lusepani, Monde; Kibuule, Dan; Mubita, Mwangana
    Background: The COVID-19 pandemic has led to suspension of pharmacy education in resource-limited settings, negatively impacting pharmaceutical workforce outputs. Aims: To identify the elements of a COVID-19 resilient pharmacy education programme in Namibiaand its grassroots impact on the pharmaceutical workforce and systems strengthening. Methods: An evaluation of COVID-19 resilience of the Diploma in Pharmacy programme in Namibia. Data on elements for resilience and outcomes were collected; qualitative and quantitative data were analysed descriptively. Results: The evaluation identified ten key elements for successful implementation of a COVID-19 resilient pharmacy education programme. The integration of quality improvement projects in the workplace strengthened pharmaceutical systems and workforce capacity in areas of rational medicine use and supply management of medicines. Conclusions: Whilst the COVID-19 pandemic has disrupted pharmacy education, this paper presents ten elements that, when implemented, may improve the resilience and minimise unforeseen academic interruptions during pandemics. Keywords: COVID-19, Namibia, Pharmacy Education, Work Integrated, Workforce
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    Emergency compounding of COVID-19 medicines:
    (2020) Mavu, Daniel; Mubita, Mwangana; Niaz, Qamar; Lusepani, Monde; Enkara, Tonata; Philomien, Aiases; Pick, Riana; Kibuule, Dan
    Background: The COVID-19 pandemic has exacerbated inequitable access to medicines in sub-Saharan Africa, mainly due to limited capabilities for local manufacture. Aim: To describe priority medicine lists and critical skill sets required for an emergency compounding of COVID-19 medicines training programme. Methods: An evaluation of the COVID-19 emergency compounding readiness programme for the University of Namibia pharmacy graduates. The main outcomes were enhanced skill sets in compounding, quality control, and regulation of priority COVID-19 medicines. Data on outcomes were thematically analysed. Results: Fifty-eight pharmacy graduates demonstrated competence in emergency compounding, quality control, regulation, and provision of therapeutic information of COVID-19 medicines. A priority list and a skills set for emergency compounding of COVID-19 medicines were developed. Conclusions: The upskilling of pharmacy graduates on emergency compounding of COVID-19 medicines has the potential to address inequalities in the rapid response and control of epidemics.
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    Migration to online pharmacy education in Namibia:
    (PKP Publishing services, 2021) Kibuule, Dan; Lates, Jennie; Ishola, Anthony; Hango, Ester; Kalemeera, Francis; Knott, Michael; Mavu, Daniel; Singu, Bonifasius; Rennie, Timothy; Brinkmann, Irene; Mubita, Mwangana
    Background: COVID-19, a global pandemic, has disrupted pharmacy education in Africa, due to unpreparedness to migrate to online Learning. Aim: To assess outcomes and challenges facing migration to online pharmacy education. Methods: An evaluation of implementation of online learning in the Bachelor of Pharmacy programme in Namibia using key informant feedback. The outcomes were outputs and challenges facing migration to online learning, and its impact on pass rates and scores. Results: The pooled mean score was higher in 2020 (66.2%), compared to 2019 (63.4%) and 2018 (62.1%), (p=0.076). A variety of platforms were used as alternatives or supplements to Moodle. The main challenges included inequalities in internet connectivity, monitoring and quality assurance, implementation of experiential learning, and reliability of online assessment. Conclusions: Whilst migration to online learning did not impact on pass rates, there is need for policies and systems to address programmatic challenges to eliminate inequalities in online pharmacy education.