Current Influences on Pharmacovigilance Education
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The WHO’s definition of pharmacovigilance (WHO, 2002) is scoped very broadly.
CURRENT INFLUENCES ON
PHARMACOVIGILANCE EDUCATION
The
WHO’s definition of pharmacovigilance (WHO, 2002) is scoped very broadly. The science and activ-ities relating to the
detection, evaluation, under-standing and prevention of adverse drug reactions
or any other drug-related problems. This definition has evolved considerably during the period 1961– 2000 and
includes, through the term ‘prevention’, a clear call for knowledge gained
through pharma-covigilance activities to be influencing and improving outcomes
from use of medicines. This call is reflected in contemporary expert commentary
on the impor-tance of surveillance and drug safety (Edwards, Faich and Tilson,
2005): A general effort to improve risk
communication both in particular
instances and in the general education of the public, should be a high priority.
For
the individual healthcare professional to reli-ably learn and incorporate
pharmacovigilance in their routine patient care is now a key challenge.
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