Pharmacovigilance Integrating Pharmacovigilance Training in Pre-Service Programs into Kenya Medical Training College

Abstract

Pharmacovigilance is essential for ensuring drug safety by monitoring and preventing adverse drug reactions (ADRs), which pose significant healthcare risks. Despite its importance, pharmacovigilance education at Kenya Medical Training College (KMTC) has not been fully integrated into the curriculum. Faculty training on pharmacovigilance is limited, awareness of safety guidelines remains low, and practical implementation within academic programs is minimal. This study examines the current state of pharmacovigilance education at KMTC, focusing on faculty involvement, curriculum coverage, and student exposure to hands-on training. A mixed-methods approach was used, combining faculty surveys with statistical analysis. Descriptive statistics, Chi-square tests, and Cramer's V were applied to explore relationships between faculty educational background, teaching experience, and pharmacovigilance practices. The study found that KMTC faculty comprises 58.1% male and 41.9% female instructors, with most holding Bachelor's degrees (61.9%), Master's degrees (29.7%), or Higher Diplomas (8.4%). Faculty members were drawn from Clinical Medicine (47.1%), Nursing (28.4%), Pharmacy (14.8%), and Medical Laboratory Sciences (9.7%). Teaching experience varied, with 25.8% having 1–5 years and only 1.3% exceeding 30 years. Pharmacovigilance education remains inconsistently incorporated across programs. While 47.1% of faculty reported teaching pharmacovigilance, 52.9% did not. Full integration into coursework was reported in only 17.4% of cases, while 55.5% had partial integration, and 27.1% had no coverage. The extent of pharmacovigilance content varied: 1.3% of courses covered it extensively, 37.4% had minimal coverage, 29.7% covered it above minimal levels, and 24.5% offered moderate coverage. Faculty members indicated that the current pharmacovigilance education framework does not adequately prepare students for adverse event reporting, with 82.6% stating that the content is insufficient. Only 40.6% of programs included pharmacovigilance knowledge assessments, and just 47.7% of faculty reported incorporating practical training into their courses. However, 94.2% of faculty supported the need for hands-on experience. Awareness of Kenya Poisons and Pharmacy Board services among faculty was moderate (52.9%), but actual integration into teaching was low (20.0%). Only 12.3% of faculty had received pharmacovigilance training, although 64.5% acknowledged its importance, and 90.3% advocated for increased awareness and training programs. This study highlights the incomplete integration of pharmacovigilance into the KMTC curriculum, with gaps in both theoretical coverage and practical training. Strengthening pharmacovigilance education through structured curricula and hands-on experience is essential to equipping future healthcare professionals with the skills necessary for effective drug safety management. This investigation demonstrates two primary deficiencies in pharmacovigilance education at KMTC including uneven integration of curriculum content and insufficient hands-on training. Drug safety management by future healthcare professionals will need better training along with practical experience and enhanced curriculum in order to address the immediate educational gap in pharmacovigilance.