Alternative and Complementary Medicine for Chronic Fatigue Syndrome

Rebekah Moles^*
*Correspondence: Rebekah Moles, Department of Medicinal Chemistry, College of Pharmacy, University of Florida, FL 32610, USA, Email:

Keywords

Therapeutical effectiveness • Aforementioned conditions • Lowenthal

Introduction

An email invitation was sent to the educator in charge of teaching pharmacy ethics at each of the 19 institutions in Australia and New Zealand. Over the course of six to eight weeks, semi-structured interviews were conducted in person, via email, or over the phone. Wherever possible, audio recordings were made, transcribed and entered into data analysis software. An inductive analysis approach was used to examine the topics and issues of the interview process in order to identify themes. After completing interviews, 17 of the educators who were invited to participate in this study were included in the research. Participants stated that there are insufficient resources for teaching pharmacy ethics in schools in Australia and New Zealand. This problem was made worse by educators' lack of experience and haphazard approach to course design. The methods used to assess institutions varied. Participants said that schools should create a pharmacy ethics course that is more standardized and follows clear guidelines [1,2].

Discussion

The situation appears to be much worse in medicine, according to a review of medical ethics education in Western English-speaking nations. The primary goals of ethics education in medicine are cognitive (i.e., competency) and moral (i.e., virtue) objectives; However, there is no requirement for morals coursework. In addition, there are not enough faculty members who are knowledgeable about ethics to incorporate it into the curriculum. How can faculty members who are relatively inexperienced with the subject teach others about ethical behavior? Faculty who are interested in learning more about significant terms associated with philosophical topics like ethics can find a number of useful websites on the internet. Particularly, a Brown University website gives a good overview of the most important issues that come into play when deciding what is right or wrong. These websites offer information on ethical decision-making that is not specific to pharmacy but can provide a foundational understanding of ethics that can complement the few available publications on ethics instruction that are more relevant to pharmacy education.

As a pharmacist with more than 40 years of experience, primarily as part of an interprofessional patient-care team, I frequently question a patient's prescription based on efficacy, safety, or other patient-specific concerns. To resolve these issues, it is necessary to conduct a comprehensive review of the patient's health information, including the current problem list, medical history and test and laboratory results. My worries are occasionally lessened as a result of this review and discussion of the records; whereas in other instances, in response to my suggestion, the physician agrees to alter the prescription. Fortunately, I have rarely been forced to refuse to fill a prescription because I believed the patient's benefit outweighed the clear risk. Notably, the actual medication dispensing has been outlined as one of the final steps in this patient care process by national pharmacy organizations working under the Joint Commission of Pharmacy Practitioners (JCPP).

There was a clear change in research approach and method over the 19 identified empirical ethics studies. In many of the earlier studies, a questionnaire with hypothetical ethical scenarios from which respondents selected options was used. Despite the fact that almost all subsequent investigations utilized interview or center gathering methods, this enabled factual examination of the moral issues and thinking of drug professionals. Lowenthal et al.'s empirical ethics study is the earliest known study. and examined the perspectives of practicing pharmacists and pharmacy students on ethical dilemmas with the intention of developing more appropriate ethics instruction for undergraduates. A simple "yes" or "no" response to a number of hypothetical dilemmas derived from the experiences of the authors or from normative literature was required by a postal questionnaire. Despite some disagreements, the study found that pharmacists and students had a lot in common when it came to many of the presented issues. In business ethics and medical ethics, as well as in several of the identified pharmacy studies, the selection of pertinent vignettes or scenarios for questionnaires has been identified as a concern in empirical ethics research.

Numerous normative and psychologically distinct theoretical approaches to ethics were also discovered, in addition to the methodological differences that were identified. For instance, despite the fact that the purpose of the review was to investigate the variety of moral comprehension, the subsequent analysis of interview data included a correlation of drug professionals' thoughts to a single specific, though well-known, standardizing moral hypothesis. Beauchamp and Childress' biomedical ethics principles served as the theoretical foundation for determining evidence of ethical comprehension, even though other values were taken into consideration. Although the study provided examples of autonomy, beneficence, nonmaleficence and justice, the authors acknowledged the implied nature of such inferences and noted that pharmacists did not explicitly mention these principles. The study provided no evidence to support the presumption that the four principles approach should be used for ethical judgment [3,4], with the exception of a few secondary texts.

The first step is to determine whether an ethical quandary exists. Using education as an example, students' concerns about professionalism and fairness in testing and other forms of assessment are among the most common ethical concerns educators face. A lack of professionalism may be indicated by student or faculty behavior that is disrespectful (such as email messages or social media posts), breaks a promise (such as faculty failure to follow the syllabus), or threatens existing or future relationships. Concerns about fairness can arise when faculty or students take actions that could harm someone (emotionally, physically, or, in case-based situations, theoretically) or compromise someone's rights by giving one party an unfair advantage (such as cheating). Questions to consider in this step relate to issues like decency, guarantees, hurt, connections, freedoms, advantages and regard, as Stratton discussed. The situation becomes an ethical quandary when any of these ideas are violated and the next step is taken [5].

Conclusion

Despite the profession's traditional foundation in science, pharmacy education, including pharmacy ethics, has developed over the past few decades as the focus has shifted to patient-centered care. According to the findings of this study, numerous recommendations could be implemented to enhance the current teaching of pharmacy ethics in Australia and New Zealand. The development of a "train the mentor" program for employees is one strategy for addressing the issue of developing understudy guidance in drug store morals.

Acknowledgement

None.

Conflicts of Interest

The authors declare no conflict of interest.

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