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It was archived on 8 July 2008 and is kept for historical purposes only. The latest content is available at
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Session Guide
Learning about a Drug Use Problem
Individual drug use problems take place within a system of drug supply, and within a network of beliefs and
motivations on the part of providers and patients. To change a problem behavior, we must learn about the
behavior itself and also about the determinants which underlie it.
OBJECTIVES
Identify potential sources of data for learning about drug use problems, and evaluate their
relative strengths and weaknesses.
Understand the importance of studying provider and patient motivations and incentives when
developing a program to improve drug use.
Appreciate the role of qualitative research methods for learning about drug use behaviors.
PREPARATION
It is important that these worksheets are completed, individually, before class so that the results can be
discussed in groups.
FURTHER READINGS
International Network for Rational Use of Drugs, How to Use Applied Qualitative Methods to
Design Drug Use Interventions, Working Draft 1996.
World Health Organization, Manual of Group Interview Techniques to Assess the Needs of
People with AIDS, WHO/GPH/TCO/HCS/95.2, 1995
World Health Organization & Management Sciences for Health, Guide for Improving the
Diarrhoea Treatment Practices of Pharmacists and Licensed Drug Seller, WHO/CDD/93.43.
Folch-Lyon E, Trost J.F., Conducting Focus Group Sessions, Studies in Family Planning, 1981, 12
(12), 443-449.
SESSION NOTES
The process of identifying, understanding, and changing drug use problems is similar to the process of
diagnosing and treating a clinical illness.
A logical series of activities and questions leads from initial identification of a problem, diagnosis of its
causes through implementation of an intervention to "treat" the problem, to evaluation of the outcomes of
an intervention. This process includes:
- What are the groups of interest e.g., doctors and nurses or public sector and
mission facilities.
- Are there high risk patients, e.g., pregnant mothers or young children?
- What are the most appropriate interventions, given their different costs,
complexities, and chances of success?
- What personnel will be required, and what training will they need?
- What are the measurable changes, e.g., in knowledge, beliefs, patient satisfaction,
clinical results, expenditures, etc.?
• Use results to improve the impact of the program or to guide decisions about other problems
to investigate.
Drug use encounters may involve many different individuals in recommending and selecting therapies,
including:
• Physician • Nurse
In general, two broad types of data, quantitative and qualitative, are useful for identifying problems of
inappropriate drug use and for learning about their underlying causes.
QUANTITATIVE METHODS
The type with which we are most familiar, quantitative data, are numeric data collected in the form of
counts, rates, or classifications. Quantitative data are very useful for finding out what behaviors are
happening in a given situation, and how often they are happening. These data can therefore be used to
identify specific problems or to measure the success of interventions to change these problems.
• Routinely reported data -- the least costly alternative if data are already available, reliable, and
suitable to describe the problem being studied.
• Data gathered from record systems -- large samples of data can often be collected
retrospectively from medical or pharmacy record systems at relatively low cost. However the
quality of the data may be low since the data were often collected for other purposes.
• Sample surveys -- the most widely used method for collecting health data, surveys gather
information, once or at multiple points in time, about a sample of people, health facilities, or
events (e.g., prescribing encounters).
Table 1 lists some of the wide range of quantitative data sources that may be useful in different situations
for learning about drug use practices. It is clear that there are many possible ways to measure different
aspects of drug use.
PROSPECTIVE: - provider-specific
- patient observations
- "simulated visits"
Quantitative data can be collected retrospectively (e.g. from stock cards) or prospectively. The data can be
aggregate (e.g. monthly drug consumption) or patient specific (e.g. patient records). The diagnosis may be
known or unknown depending on the purpose of the study. The drug data may be detailed (e.g. name, does,
amount, duration, cost) or non-detailed (e.g. name of drug only).
Data are likely to be available at the national, district and health facility level. At the district level, data may
be available at the district health office (routine health information system data, routine disease reports,
previous drug surveys or drug orders). At the district store, data on drug supply orders, stock information
and shipping delivery records may be useful sources of information.
At health facilities both retrospective and prospective data are likely to be available. A range of information
may be collected for each drug encounter. The data which could be collected is shown on Table 2.
Table 2
Facility
ID Equipment
Patient
ID Date
Age Gender
Symptoms Knowledge
Beliefs Attitudes
Provider
Qualification Training
Beliefs Attitudes
Interaction
History Exams
Illness drugs
Drugs
Form Quantity
Duration If dispensed
Patient Charge
Activity One - will give you the opportunity to think about different sources of quantitative data, and their
strengths and limitations. You should take the time now to complete Activity One.
Quantitative methods describe drug use patterns, or pinpoint specific problems that need attention.
However, quantitative methods are usually not good for understanding why these patterns or problems
exist. Qualitative techniques are better suited to examine underlying feelings, beliefs, attitudes, and
motivations.
Qualitative methods are based on talking to people, or observing their behavior. Qualitative methods often
involve trained interviewers or observers. However, managers and policy makers can use qualitative
methods to assess the factors that underlie a problem so that they can decide how to try to solve it.
Managers themselves do not need to know how to carry out qualitative techniques, but only what these
techniques are and how they may be useful.
Some common methods to collect qualitative data on drug use include: in-depth interviews, focus groups,
structured observations, structured questionnaires, and simulated patient visits. These methods, and their
strengths and weaknesses, are described briefly below. Examples of instruments used in each of these
methods are included in the annexes to this session. Anyone interested in knowing more should read the
INRUD manual How to Use Applied Qualitative Methods to Design Drug Use Interventions or consult another
reference accepting the use of these techniques.
However, in order to change problems effectively, we often need to find out more about why they are
happening. For this purpose, it is helpful to collect qualitative data about the problem in the form of
descriptions, ratings, observations, or some other less easily quantifiable form. These qualitative data allow
us to look in more depth at a problem in order to understand its causes and possible strategies for changing
it. Although qualitative data are not collected as numbers, the content of the data may be organized and
analyzed later according to a structured coding system.
In-depth Interviews
Overview:
• issues of interest to the respondent are allowed to emerge as the focus of the
discussion
• often completed with key informants, who may be opinion leaders or other people in
a special personal or professional position who are expected to provide insights into
the perspective of a group
Scope:
• A few (5-10) in-depth interviews with people who reflect the feelings of a particular
group will often be enough to get a feel for the important issues
• if the target population is diverse, generally 5-10 interviews would be held with
members of each important subgroup
Strengths:
• can be particularly useful with less educated or illiterate respondents, and in cultural
groups where abrupt, direct questioning is considered inappropriate
• can generate unexpected insights or new ideas and information, because the topics
covered depend on the opinions and feelings of the respondent
Weaknesses:
• key informants may say what is socially acceptable or what they believe the
interviewer wants to hear
• interviewers must be well-trained to avoid bias and well-informed about the material
discussed
An example of an in-depth interview guide designed to be used with health workers to investigate treatment
of ARI is included in Annex 1.
Overview:
• an assistant, who does not take part in the discussion, takes notes about the topics
discussed, points of agreement and disagreement, and the non-verbal interactions of
the participants
Scope:
• the number of FGDs conducted depends on the target population; if the target
population is homogeneous, fewer groups are needed, but if the population is diverse,
generally 2-4 groups would be held for each important subgroup
• subgroups are usually defined on the basis of factors like: urban-rural location; level
of prescriber training; type and size of health facility; or even quality of previous
practices (e.g., health workers who follow standard treatment norms vs. those who
do not)
Strengths:
• useful in finding out how people behave and why they behave as they do
• inexpensive to conduct and quick to organize; often the entire process of planning,
recruiting participants, holding discussions, and analyzing data can take place in as
little as 2-3 weeks
• the exchange of ideas and the support of other participants encourage participants
to express feelings and beliefs
Weaknesses:
• because participants are not chosen randomly and because only a few groups are
held, opinions and attitudes may not represent the larger population
• the success of focus groups depends on the skill of the moderator in encouraging
meaningful discussion among participants
• the analysis of focus group data can be very subjective and highly influenced by the
biases of the analyst
• FGDs are good at finding out the direction of behavior, but they only indicate
frequency of behavior in very general terms
An example of a moderator's guide for a focus group study examining treatment of ARI in public health
facilities is included in Annex 2.
• observers sometimes keep a diary to record their feelings about the setting being
observed and features of patients or providers that seem related to observed
practices
Scope:
Strengths:
• FGD’s are the only feasible way to learn systematically about what happens during
the complex interactions between persons seeking care and medical providers
• they are the best method to study issues like patient demand, the influence of sales
attendants on customers' selection of products, or the quality of communication
between prescribers and patients
• because health providers are seen in their working environment, observers can gain
insights about behavior that are impossible for an outsider to obtain
Weaknesses:
• observation studies require skilled observers, who can make people feel at ease,
and also be careful and unbiased in reporting their observations
• observation is less useful when the behaviors of interest occur infrequently or for
only a subgroup of encounters (e.g., for specific age groups or diagnoses)
Examples of forms that were designed for structured observation of episodes of clinical care for malaria
patients, and quality of drug dispensing in health facilities are included in Annex 3.
STRUCTURED QUESTIONNAIRES
Overview:
• questionnaires contain a fixed set of items that are asked to a large sample of
respondents selected according to strict rules to represent a larger population
• in contrast to an in-depth interview, all questions are identified in advance, and each
respondent is asked precisely the same questions
• answers are often limited to a fixed set of response categories; if questions are
open-ended, they are coded later according to fixed criteria
Scope:
• questionnaire surveys usually include at least 50-75 respondents from the target
population
• if the target population has several subgroups with potentially different levels of
knowledge, attitudes, or opinions, then the sample would usually include at least 50-
75 randomly selected persons from each subgroup
• the required sample size depends on the nature of the target population, how the
sample is drawn, the desired degree of accuracy, and available resources
Strengths:
• skills required to develop survey forms, design samples, collect and process data,
and analyze results are often locally available
• questionnaire surveys are the best method to find out: (1) the frequency of specific
behaviors; (2) the relative strength of different attitudes and opinions; (3)
characteristics of the target population
Weaknesses:
• people will sometimes give an answer when asked a direct question, even if the
question is irrelevant or if none of the responses apply
• many respondents tend to answer what they feel interviewers expect to hear
• results are sensitive to which questions are asked, and how they are worded
• for populations that are not homogeneous, the samples needed are large, requiring
many interviewers or a long period of time to collect the data
An example of a brief structured questionnaire designed to survey patient satisfaction with treatment at a
health facility is included in Annex 4.
Overview
• details of the standard scenario can be systematically varied (e.g. watery vs. bloody
diarrhea) to see how the responses of health providers change
Scope
• since simulated visit surveys are used to gather quantitative information, they are
usually carried out with samples of 30 or more health providers
Strengths
• simulated patient surveys are relatively quick and easy to organize, and the data are
simple to analyze
• very good method for studying practices in the private retail sector, although
simulated visits have also been used in out-patient or teaching hospital settings
Weaknesses
• research assistants can vary widely in their ability to present a standard scenario,
and to accurately remember details of the encounter
Examples of two scenarios that could be used to examine treatment for different types of ARI at private
drug retail outlets using simulated patient visits and a form to collect the data from these visits are included
in Annex 5.
At the ICIUM conference reports were given of the use of simulated patients method. These were:
Evaluation of provider-client interaction in the distribution of oral contraceptives by private drug outlets in
Ghana using the simulated client method; Arhinful DK, Ofori-Adjei D. View locally or Access on the Web at:
http://www.who.int/dap-icium/posters/1b1_fin.html
Undercover careseekers: simulated clients in the study of health provider behavior in developing countries;
Madden IM, Quick JD, Ross-Degnan D, Kafle KK View locally or Access on the Web http://www.who.int/dap-
icium/posters/1b4_text.html
Such a brief introduction to qualitative methodologies is clearly not enough to understand them fully or to
learn to use them effectively. But by using these techniques expertise can be gained.
CONCLUSION
The best method to use will depend on the nature of the problem, what the objectives of collecting the data
are, what resources and time are available and what the local capacity and experience of studying drug use.
In general it is better to combine quantitative and qualitative methods. Also you should try to use multiple
methods to "triangulate" findings. Each method used can look at different aspects of a problem.
Involving social scientists who have expertise in qualitative methods often has major benefits!
ICIUM Posters
A number of studies presented at the ICIUM meeting demonstrate the use of the techniques described in
this module. These include:
The impact of three forms of educational interventions on dispensing practices, Ameyaw MM, Ofori-Adjei D.
View locally or access on the web at http://www.who.int/dap-icium/posters/2b1_txt1.html
Improving rational prescribing of physicians: an educational approach for acute diarrhoea in children in
Jakarta, Gani L, Tangkilisan A, Pujilestari L. View locally or access on the web at http://www.who.int/dap-
icium/posters/2b2_text.html
Prescribing audit with feedback intervention in six regional hospitals and Mulago Referral Teaching
Hospital, Uganda, Ogwal-Okeng JW, Anokbonggo WW, Birungi H, View locally or access on the web at
http://www.who.int/dap-icium/posters/2C3_Text.html
ARI Case management training for appropriate use of antibiotics: the Nicaragua case, Carries GA, Saenz CJ,
Hugh View locally or access on the web at http://www.who.int/dap-icium/posters/2D1_TXT.html
Interactional group discussion: an innovative behavioral intervention to reduce the use of injections in public
health facilities, Hadiyono IEP. Suryawati S. Danu SS, Sunartono, Santoso B, Presenter: Hadiyono JEP View
locally or access on the web at http://www.who.int/dap-icium/posters/2d2_text.html
2D-3. Impact evaluation of self-monitoring of drug use indicators in health facilities: experiences from
Gunungkidul, Indonesia, Sunartono, Danminto, Suryawati S, Prawitasari J, Bimo, Santoso B [Not yet up]View
locally or access on the web at http://www.who.int/dap-icium/posters/2D3_TXT.html
Rational drug use in rural health units of Uganda: effect of national standard treatment guidelines on
rational drug use, Kafuko JM, Zirabamuzaale C. Bagenda D View locally or access on the web at
http://www.who.int/dap-icium/posters/2f3_text.html
ACTIVITIES:
This activity is designed to prepare you for the field visit which will take place on the day following this
session. This will give you an opportunity to put into practice what you have learned in this session.
ACTIVITY ONE
Rationale
There are many different ways to learn about drug use patterns and problems. Ministries of Health, drug
regulatory agencies, drug companies, and private organizations all routinely collect information about drug
supply, about disease prevalence, or about the use of drugs. Data may also be collected about the behavior
of individual health providers or consumers of drugs. Each type of data can be useful in understanding the
nature of a problem and identifying its underlying causes.
This exercise will help you to think about the strengths and weaknesses of different kinds of data. We will
consider both quantitative sources which can answer the question "What is the frequency and scope of the
problem?" and qualitative sources which can answer the question "Why is it happening?"
Instructions
Examine the sources of data listed in the four parts of the Worksheet. Imagine that you want to learn about
the frequency and causes of overuse of antibiotics in your country. In the spaces provided at the right of the
table, write down (1) what kinds of useful data you might gather from each source that could help you
understand the problem of injection overuse, and (2) some possible advantages and/or limitations of this
particular source of data for answering your questions.
When evaluating the advantages and limitations of the data, consider factors like:
• the amount of time and the cost to collect and process the data;
For example, Part B. of the Worksheet lists under the heading of antibiotic Prescribing Practices five
possible sources of data, including "previous surveys of antibiotic practice." From this source, we might
obtain the following useful information: historical rates of antibiotic use by health facility or geographic area,
and possibly use of antibiotics by factors like health problem or age. The advantages of using historical
survey data are that they are already collected and have no additional cost. However, limitations include not
being able to control exactly which data have been collected or from where, not knowing whether current
practices have changed, and having no patient-specific or provider-specific information. It would also
usually not be possible to learn about dosing of antibiotics.
AVAILABLE LIMITATIONS
Pharmacy sales
receipts/patient co-
payment records
Community household
drug use surveys
Other (describe):
AVAILABLE LIMITATIONS
Previous surveys of
antibiotic practices
Observations of treatment
episodes
Other (describe):
AVAILABLE LIMITATIONS
Community morbidity
surveys
Other (describe):
AVAILABLE LIMITATIONS
D. Community Use
Records of private
practitioners
Observations at private
pharmacies
Other (describe):
ACTIVITY TWO
Rationale
There are different ways to learn about the factors that underlie drug use. Qualitative methods can be useful
tools for gathering data to fill in our understanding of a problem. Although these methods often involve
social scientists, it is also possible for managers and decision-makers to use them effectively.
This exercise will help you to become more familiar with one of the qualitative methods for collecting data
about drug use. You will develop a brief instrument that will be used to collect data during our second field
visit.. You must focus attention on essential information, and consider how items must be phrased to
communicate effectively both with the respondent and the person administering the instrument.
Instructions
During this exercise, we will develop three brief instruments to collect qualitative data about a specific local
drug use problem. The group as a whole will be given a locally relevant target problem. For example, we
might focus attention on polypharmacy, or the unnecessary use of multiple drugs. All of the instruments
should be aimed at determining the factors underlying the problem, details about specific behaviors involved,
or constraints to changing these problem behaviors.
Each group will be assigned one method, and will develop a very brief instrument that can be used to collect
data about the target problem. Be sure your instrument focuses on relevant issues. You should not plan to
collect a large amount of data that does not provide useful information.
Note: During the field work, the instrument you develop will be used by other groups, so be sure that it is
clear and easy to implement.
You should develop a short in-depth interview guide that can be used to collect information from a district
medical officer, a health facility manager, or another person responsible for management of health services.
Remember to focus your attention on gathering information that is relevant to the target problem.
You can use Annex One in this session as a model from which to begin. You should plan your interview to
take an average of 20-30 minutes to administer. In that amount of time it is not possible to discuss much
more than 2-3 major topics in some depth, so plan accordingly. Include suggested probe questions, but
remember that the in-depth interview is a flexible tool and will be administered differently with every
respondent.
You should develop a structured observation form to collect information during the clinical encounter
between prescriber and patient. Remember to focus your attention on aspects of the clinical interaction that
are relevant to understanding the target problem.
You can use Annex Three in this session as a model from which to begin. The form you develop must fit on
one side of a piece of paper.
You should develop a structured questionnaire to collect information during an interview with a patient who
is exiting from the health facility after receiving care. Remember to focus your attention during the interview
on aspects of patient knowledge, belief, attitudes, or experience that are relevant to understanding the
target problem.
You can use Annex Four in this session as a model from which to begin. The form you develop must fit on
one side of a piece of paper. One member of your group who speaks the local language should translate
your form when it is finished. Be aware that it is often difficult to express concepts in the same way in two
different languages.
ACTIVITY THREE
Tomorrow you will be visiting a number of local health facilities. The purpose of these visits is both to
observe what the system of care is like in this area, and also to identify possible sources of quantitative and
qualitative data to investigate drug use.
1. Decide who your group leader will be for this visit. Your group leader will be
expected to introduce the members of the group, explain the purpose of the visit, and
express thanks at the end of the visit.
2. Each group will be assigned to visit one or more facilities. You will use Worksheets
2 and 3 from the session on the Field Visit to guide your work. These are similar to
the worksheets you used in Activity One, but they ask you to record different
information. Take a look at these worksheets now. Your group should meet and
decide what data they are likely to find at the facility to be visited. Decide within the
group how you will divide up the work.
During the visit you will not actually be required to collect the data in any systematic way, but you should be
prepared to report on the different sources of data available.
For quantitative data, look at a number of samples of the different data sources that exist. What kind of
information does the data contain? Does the data appear to be systematically kept and reliable? Can you
think of a way that the data could be sampled?
For observational data, identify which interactions you might be able to observe, and during the visit, try to
determine how this could best be done.
For other kinds of qualitative data, discuss who would be involved in such data collection, and what methods
could be used. At the facility, ask possible target respondents (doctors, paramedics, dispensers, patients) if
they would be willing to participate and discuss what arrangements would need to be made.
After the field visit, groups should be prepared to present the range of data sources identified during the
visit. You should also be prepared to discuss difficulties that you observed in collecting the data.
Remember: the purpose of this visit is to identify the range of data sources which would be available. You
will have an opportunity to actually collect, analyze, and present data during the next field trip.
ANNEX 1
1. Introduction:
2. Purpose of Interview:
I know that respiratory infection is one of the common health problems of children in this
community. I am interested in knowing your views about ARI and how it is managed. It would be
very helpful if we could spend some time together to discuss this issue.
3. General Background:
Could you please tell me what your position is in this clinic and for how long you have worked
here?
- age
- marital status
4. Interview Topics:
Clinic Experience
Can we talk for a while about your work in the clinic? How many patients do you treat in an
average day and what kind of problems do they have?
Diagnosis of ARI
I would like to talk some more about respiratory infections in children. Could you please tell me
how respiratory infections usually present themselves in children in this community?
ANNEX 1
Treatment
How would you usually treat a child who has a mild respiratory infection?
- use of injections
Use of Antibiotics
I would like to talk some more about the use of antibiotics in treating respiratory infections in
different children. What factors determine whether you give an antibiotic or not?
- mothers expectations
- practices of peers
How much does it cost on the average to treat a typical case of mild ARI in a child?
5. Wrap-up:
Do you have anything to add to what was already discussed or were there important topics
which were not covered?
- use of antibiotics
district
ANNEX 2
1. Introduction
[5 minutes: narrative welcoming participants, describing reasons for discussion, and setting up
the general ground rules for the session]
Ground Rules
Can we talk about how you diagnose different kinds of ARI? In your experience, how do prescribers
distinguish simple cough from other kinds of respiratory illness?
3. Treatment of Cough
Let's talk now about the treatment of ARI at health centers. Can you tell me some of
the drugs that are commonly prescribed to treat ARI?
4. Patient Expectation
I would like to know more about patients and how they feel about the treatment they usually
receive for ARI. Do patients usually come to the health center expecting to get a certain type of
treatment?
ANNEX 2
I would like to know some more about how patients feel about the different drugs they receive
for ARI? For example, how do patients feel about antibiotics?
6. Polypharmacy
I know that many doctors prefer to treat ARI with a number of different drugs at the same time.
What is your opinion on using multiple drugs to treat ARI?
Probe: - For what type of patients are multiple drugs usually needed?
therapy is justified?
7. Wrap-up
[10 minutes: narrative thanking participants for their help, reviewing some of the key issues
discussed, asking if there were any important points that were not mentioned, and closing group]
ANNEX 3
Patient Age: < 5 _____ 5-12 ____ > 12 _____ Sex: ______
headache?
malaise?
muscle weakness?
loss of appetite?
chills?
vomiting?
Yes No Apply
Temperature measured?
Pulse felt?
Tongue examined?
Listens to chest?
Palpates abdomen?
ANNEX 3
continued
TREATMENT
Does Not
Yes No Apply
Injection given
Yes No Apply
injection?
chloroquine?
ofantrine?
Yes No Apply
Friendly conversation?
WRAP-UP
Observer:
Notes:
ANNEX 4
PATIENT SATISFACTION SURVEY
1. What is the main illness / complaint for which you came here today to seek treatment?
2. When did you first experience the symptoms of the illness / complaint?
3. What you first felt the symptoms of this illness, what did you do?
4. Is this your first visit to this health facility for this illness?
( ) Yes ( ) No
5. Were you told the name of your illness today by the person who treated you?
( ) Yes ( ) No
If yes: What did the doctor tell you your illness was?
If no: Did you ask the doctor the name of your illness?
( ) Yes ( ) No
( ) Yes ( ) No
7. Do you feel you had the chance to fully explain your illness to the person who treated you?
( ) Yes ( ) No
ANNEX 4
continued
If patient received medicines, ask to see them, and ask for each drug:
Would you please tell me how you will take this drug?
2. __________________________________ ( ) ( )
3. __________________________________ ( ) ( )
4. __________________________________ ( ) ( )
5. __________________________________ ( ) ( )
10. Were you given a prescription so that you could buy a drug outside this facility?
( ) Yes ( ) No
12. How satisfied are you with your care in this facility today?
Would you say you are very satisfied, a little satisfied, a little dissatisfied, or very
dissatisfied?
If a little dissatisfied or very dissatisfied: Could please tell me the things that you are
not satisfied with?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Would you visit this health facility again in case of an illness like the one that brought
you here today?
( ) Yes ( ) No
14. What are your suggestions for improving care in this facility?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
ANNEX 5
SCENARIO 1 Two-Year Old Child with Simple Cough and Cold, and a Demanding Parent
Why the product was needed: The assessor will respond that
she used the product last time for a similar condition, and it
worked without any problems.
ANNEX 5
(Continued)
SCENARIO 2: Two-Year Old Child with Suspected Pneumonia and a Passive Parent
(2) any
explanations
about the
products
recommended,
and
ANNEX 5
Type of Outlet:
tab/capsule
ANNEX 5
5. Which of the following did the pharmacy attendant advise? (Check as many as needed)
6. Comments:
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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