Professional Documents
Culture Documents
PHARMACY
At that time public health was also in its infancy. It largely meant sanitation and
housing, with its focus on clean water and efficient sewers. These were areas where
there was little scope for involvement by the pharmacist. But by the early twentieth
century public health was developing a broader definition concerned with the
establishment and maintenance of health, and by the end of that century it had come
to embrace individual lifestyle and advice.4 These areas offered far greater scope for
pharmacy involvement.
By the 1930s the role of the community pharmacist was still much as it had been for
generations.
Pharmacists usually spent much of their time dealing with customers and giving
advice. They often spent their working lives in the same place, and became respected
members of the community. A pharmacist who owned a shop in Nottingham in the
mid-1930s recalls that “we became father confessors, giving advice on all sorts of
subjects. The public expected a great deal from myself and my contemporaries.”
At its meeting in October 2005, the Council of the Royal Pharmaceutical Society of
Great Britain resolved to increase pharmacy’s public health role further,44 following
a presentation suggesting that current interactions between pharmacists and the public
were not maximising the opportunities that existed to improve public health. Reasons
included a poor understanding of pharmacy’s role in public health, little emphasis on
public health in pharmacy training and difficulties in coming to terms with the
multidisciplinary approach of public health initiatives.
Pharmacy has traditionally been an isolated profession: its ability to break out of its
isolation will largely determine the success or otherwise of its public health role in the
future. This will test both its adaptability and its flexibility. Although pharmacy is
changing fast, so too is public health.
This advisory role was both informal and unpaid, and was to change significantly over
the following decades. Post-war changes in the pharmacist’s education led to different
expectations by newly qualified pharmacists; and the founding of the NHS in 1948
led to significant changes in practice
Conclusion
The changing face of pharmacy practice requires that the pharmacy schools should
intervene with their programs with the competence to take up the challenge of
changing role of the pharmacy profession. The education should provide ability for
critical thinking, improve problem-solving skills, and decision making during
pharmacotherapy. The student should be trained to create, transmit, and apply new
knowledge based on cutting-edge research in the pharmaceutical, social, and clinical
sciences; collaborate with other health professionals and to enhance the quality of life
through improved health for the people of our society and as well as the global
community.
The diversity of the legal and regulatory framework also reflects the specificities of
the development of
pharmacies and the health care system as a whole, including the challenges they have
encountered in
the past and what the framework aimed to correct. In some countries, especially those
outside the EU, it may also reflect the limited capacity for oversight and regulation of
the sector. The legal and regulatory
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3758081/
https://jech.bmj.com/content/61/10/844
https://www.researchgate.net/publication/222711966_Professional_Scopes_And_Role
s_of_Community_Pharmacists_In_Various_Health_Care_Services_An_Updated_Rev
iews
https://www.news-medical.net/health/Community-Pharmacy.aspx