Publication:

Assessment of knowledge, attitude and practice of pharmacoeconomics among healthcare professionals in a tertiary care teaching hospital

Background Escalating healthcare costs in developing countries necessitates rational resource allocation pharmacoeconomic evaluations analyse costs and outcomes of drug therapy and related services to support evidence-based formulary, pricing, and policy decisions. Limited Indian data exist on healthcare professionals’ understanding and practical use of pharmacoeconomics. This study therefore aimed to assess the knowledge, attitude, and practices regarding pharmacoeconomics among healthcare professionals in a tertiary care teaching hospital.

Methods A cross-sectional, questionnaire-based study was conducted in a tertiary care teaching hospital after ethics committee approval. A pre-validated online questionnaire assessed knowledge of pharmacoeconomic concepts, attitudes toward cost considerations, and practices in clinical decision-making. Data were analysed using descriptive statistics.

Results A total of 206 participants were included in the study. Overall, 74.8% correctly defined Pharmacoeconomics, 64.1% had encountered the term in practice, and 48.5% correctly identified monetary units as outcome measures in cost-benefit analysis. The majority considered cost as an important factor in patient care (87.4%), supported inclusion of pharmacoeconomics in the curriculum (91.3%), and agreed that pharmacoeconomic studies influence prescribing (79.6%). In practice, 61.7% regularly discussed costs with patients, 64.1% frequently considered costs in clinical decisions, and 76.2% had changed prescriptions due to cost. Limited knowledge and training emerged as prominent barriers (19.9%).

Conclusions Healthcare professionals exhibited good theoretical knowledge and positive attitudes toward pharmacoeconomics, but gaps persist in practical application. Integrating pharmacoeconomic principles into medical curricula and implementing structured training programs are essential to bridge this knowledge–practice gap.