Pharmacy Orientation PDF

Pharmacy Orientation By Prof. Dr. Tahani El-Faham Pharmaceutical Education  Types of education necessary for creating a pharmacist: 1. Basic Science: A pharmacist needs a strong foundation in basic science; chemistry, physics, biology, to build...

Pharmacy Orientation By Prof. Dr. Tahani El-Faham Pharmaceutical Education  Types of education necessary for creating a pharmacist: 1. Basic Science: A pharmacist needs a strong foundation in basic science; chemistry, physics, biology, to build his professional competence. 2. Technical skills: A pharmacist is required to exercise technical skills of a high order. 3. Drug information and scientific knowledge: The importance of a pharmacist as a consultant to physicians and other health workers is increasing rapidly as more and more highly complex drugs are produced by the manufacturers. 4. Economic Knowledge: For successful operation of his pharmacy, the pharmacist requires to strengthen his economic knowledge. 5.Psychological & sociologic understanding: As a pharmacist is responsible as a professional leader and also as a businessman.  School, college and faculty The term school is restricted to an educational program requiring 1 or more years of collegiate study for admission A college admits students directly from high school.  In one case the term division is used to designate the program in pharmaceutical education. in Canada the pharmacy unit of a university is termed a faculty. Undergraduate programs and curricula: Most of the activities of a college of pharmacy consist of formal instruction in classroom and laboratory - collectively termed the curriculum. However, extracurricular activities are a significant factor in the general education of pharmacy students, and such activities, sponsored by the college, plus the curricular studies, constitute the over-all program of an institution.  Extracurricular activities of the program include meetings of the local student association at which professional problems of general interest are outlined and discussed. The pharmacist Syndicate Reigonal Pharmacist Syndicate Five types of professional courses can be recognized in all pharmacy curricula. English and other courses in general education are scattered throughout the curriculum, as they can be fitted in.  The 5 areas are: pharmacy practice (pharmaceutics), pharmacy administration, pharmaceutical chemistry (including medicinal chemistry ,analytical,organic), pharmacognosy and pharmacology. Instruction in pharmacy practice includes the offerings in introductory pharmacy and calculations, preparations and techniques as nanotechnology,physical pharmacy and dispensing pharmacy. Bioavailability ,pharmacokinetics and drug delivery systems. Instruction in pharmacy administration (business administration in pharmacy) deals with modern principles and practices of the business world as these relate to pharmacy practice. A background in general economics serves as a basis for the study of accounting, management ,marketing and law.  Instruction in pharmaceutical chemistry applies the principles of basic inorganic and organic chemistry to the solution of pharmaceutical problems. The approach may be analytic, as in courses in drug assay; synthetic, as in the study of methods of synthesis of drugs; or descriptive and interpretive, as in courses dealing with inorganic medicinal chemicals. instructions in pharmacognosy and pharmacology, are applied biologic sciences. Pharmacognosy is the study of the general biology, biochemistry and commerce of natural drugs. It deals with medicinal products from plants and animals: roots and leaves, biologicals and antibiotics, vitamins and hormones.  Inpharmacology, it is focused on the mode of action, the therapeutic use and the effects of misuse of drugs ( natural, synthetic and semisynthetic forms) in humans.  Graduate Studies Graduate students may continue their studies beyond the Bachelor's degree. The master's degree (Msc) and the Ph.D. are graduate degrees, In contrast with the Doctor of Pharmacy (Pharm. D.),It is a professional degree.  Pharmacopeias and Other Standards The pharmacopeia is the most authoritative source of information on drugs that is available to the pharmacist. It is a pharmaceutical standard intended to secure uniformity in the kind, quality, composition, and strength of remedies. A pharmacopoeia, pharmacopeia,or pharmacopoea (literally, “drug-making”), in its modern technical sense,  Is a book containing directions for the identification of compounds , and published by the authority of a government or a medical or pharmaceutical society. Descriptions of preparations are called monographs.  The pharmacopeia thus serves as the pharmacist's primary resource for checking on matters involving professional responsibility, It is the Book of Books is subject to different interpretations but not to periodic revision. Variations in content are to be expected from country to country and are not significant in determining the status of a pharmacopeia. Official Preparations: Several hundred preparations are included in the USP ( united states pharmacopeia) and the NF ( National Formulary). Those of the USP are the preparations judged by physicians to be essential for modern medical practice.  Those of the NF are also therapeutically useful products similar to but not identical with the products of the USP. Use of Latin: Early pharmaceutical manuscripts from India, China, Babylonia and Egypt were written, as would be expected, in the characters, the symbols or the hieroglyphics of the day and the country. At the time when Hippocrates, Galen and their contemporaries were the leaders in medicine and pharmacy, the prevailing tongue was Greek.  There were Latin translations of the earlier Greek manuscripts for medical and pharmaceutical information. Gradual development of European pharmacy after the edict of 1240 was also accompanied by dependency upon manuscripts in Latin, an obvious advantage being relatively widespread knowledge of the language by educated people in European countries.  More nearly accurate Latin translations of the Greek manuscripts became available during the renaissance. By the 17th century, pharmacists in Germany were required to know Latin, Spanish pharmacists were ordered not to employ clerks who could not read Latin.  Books on medicine and pharmacy written in Latin were brought to the colonies founded on this side of the Atlantic. Latin names continued to be used for crude drugs and early dosage forms, and the few prescription orders written then were in Latin.  It is not surprising, then, to find the first edition of the United States Pharmacopeia written both in English and Latin. The English text was simply a translation of the Latin. The book was printed in 1820, and the second edition, published in 1831, was also printed in both English and Latin. In the third USP, 1842, the Latin version was omitted. Neither subsequent editions of the USP nor any editions of the National Formulary, first published in 1888, have included complete Latin texts.  However, all editions of the USP published from 1842 through 1942 (USP XII), and all editions of the NF from 1888 through 1942 (NF VII), listed the monographs on drugs alphabetically by Latin title. Formative Questions 1- What was the language of the first issued pharmacopeia 2- Are the pharmacopeas different from country to country ? why? 3- What is the difference between a school of pharmacy and a college ?  1st YEAR PHARM-D (general and clinical) PHARMACY ORIENTATION Dr. Dina Adel Kamel Abdelmalek Lecturer of Pharmaceutics Faculty of Pharmacy Assiut university HISTORY OF PHARMACY  Introduction From beginnings as remote and simple as these came the proud profession of Pharmacy. Its development parallels that of man. Ancient man learned from instinct, from observation of birds and beasts. Cool water, a leaf, dirt, or mud was his first soothing application. By trial, he learned which served him best. Eventually, he applied his knowledge for the benefit of others. ‫تارٌخ الصٌدلة (عربً)‬  ‫تارٌخ الصٌدلة‬ ‫ فً مصر القدٌمة‪-:‬‬ ‫ عرف المصري المدٌم خواص بعض العمالٌر واهتدى بمالحظاته الدلٌمة إلً‬ ‫تأثٌرها الطبً وأجاد صناعة الدواء وراثة كما أصبحت لاصرة علً بعض‬ ‫األسر التى اشتهرت فٌما بعد بعلومها الطبٌة وبذا كان المنزل هو المدرسة‬ ‫األولً التى تعلم فٌها اإلنسان صناعة الدواء وصناعة الطب‪.‬‬ ‫ ولما بدأ اإلنسان ٌدون علومه علً أوراق البردي كتب تلن المعلومات الدوائٌة‬ ‫وعدد أسماء بعض العمالٌر وفوائدها ووضع تلن اللوحات فً المعبد حٌث كان‬ ‫ٌحج إلٌه المرضى ٌتداوون من أمراضهم وبذا أصبح المعبد هو لبلة المرضً‬ ‫والمدرسة التى ٌنهل منها طالبو العلم واحتكر الكهنة تلن الصناعة وأصبغوا‬ ‫علٌها مسحه من المداسة والرهبة‪.‬‬ ‫ ولد كانت آون أو هٌلٌوبولٌس منذ الدولة المدٌمة مركز الثمافة والتعلٌم وكانت‬ ‫مدرستها محج الطلبة ٌفدون إلٌها من الشمال والجنوب‪.‬وفً هذه المدرسة‬ ‫تلمً المصرٌون أول ما عرفه العالم عن الطب والعمالٌر وصناعة الدواء ولد‬ ‫وضع فً عهد األسرة األولً مجموعة من كتب الطب من بٌنها كتاب خاص‬ ‫بالعمالٌر ورغم أننا لم نعثر علً كتاب واحد من الكتب الطبٌة الفرعونٌة ولكن‬ ‫األدلة لوٌة تجعلنا نعتمد أنه كان بمصر منذ أكثر ‪ 3000‬عام ق‪.‬م مدرسة‬ ‫رسمٌة للعشابٌن‪.‬وكان من أهم المدارس فً مصر المدٌمة مدرسة منف (‬ ‫مٌت رهٌنة) التى كان من أبنائها وأساتذتها أمحوتب الذى عبد فٌما بعد فً‬ ‫نفس المدٌنة وأصبح معبده مدرسة للطب أخرجت لمصر المدٌمة الكثٌر من‬ ‫األخصائٌٌن‪.‬‬ ‫ أصبحت المدارس الطبٌة فٌما بعد ذات شأن عظٌم وأصبحت طٌبة ( العاصمة‬ ‫فٌما بعد) مركز الحضارة وأصبحت دراسة المهن الطبٌة فً ٌد كهنة آمون‬ ‫وكان الراغبون فً دراسة هذه العلوم الطبٌة فً بٌت الحٌاة علٌهم أن ٌؤدوا‬ ‫امتحانا عسٌرا لمبولهم لٌحصلوا أوال فً مدة ال تمل عن عامٌن علً شهادة‬ ‫أولٌة فً الالهوت ثم ٌعد الطالب نفسه بعد ذلن للدراسات الطبٌة العلمٌة‪.‬‬ ‫ ‬ ‫ أنشئت فً العصور الفرعونٌة المتأخرة مدرسة طبٌة مشهورة فً (ساٌس)‬ ‫أو (صا) وظلت هذه المدرسة الطبٌة تحمل مشعل العلم فترة طوٌلة من الزمن‬ ‫حتً ضاعت معالمها مع اضمحالل مصر ثم جددت فً العصر الفارسً ‪.‬‬ ‫ بعد ذلن بما ٌمرب من لرنٌن انتملت الحضارة الطبٌة العلمٌة إلً مدٌنة اإلسكندرٌة‬ ‫فً عام ‪ 300‬ق‪.‬م وظلت كذلن فترة طوٌلة من الزمن تمدر بحوالً أربعة لرون‬ ‫وبرز من مدرسة اإلسكندرٌة كثٌر من العلماء مثل‪-:‬‬ ‫كورنٌلٌس سٌلٌس ‪Cornelius Celsus‬الذي وضع تذكرته المشهورة لمنع تلف األسنان‬ ‫ ‬ ‫والتى تحتوي بذور الخشخاش والفلفل األسود وسلفات النحاس معجونه بالجلبانوم كما استعمل‬ ‫حمنا شرجٌة‪.‬‬ ‫سرابٌون السكندري الذى درس العمالٌر المصرٌة المدٌمة وخاصة الكرٌهة ولدمها إلً العصور‬ ‫ ‬ ‫المتتابعة حتى المرن الثامن عشر‪.‬‬ ‫دٌموقرٌطس عام ‪ 400‬ب‪.‬م أول من ألمً نظرة علً تركٌب الذرة وكان من لبله اٌكٌورس‬ ‫ ‬ ‫وهو الذى أنشأ هذه النظرٌة وتفلسف فٌها‪.‬‬ ‫انتقلت حضارة اإلسكندرٌة الً الٌونان وظهرت مؤلفات جالن الشهٌرة كما انتملت تلن‬ ‫ ‬ ‫الحضارة الطبٌة من مدرسة اإلسكندرٌة إلً االدٌره المبطٌة التً انتشرت حول عاصمة البالد‬ ‫فً ذلن الولت وأصبح الرهبان هم ورثة ذلن التراث العلمً الخالد الذي خلفته الحضارة‬ ‫الفرعونٌة ‪.‬‬ ‫ سؤال ‪ :‬من هم اشهر علماء االغرٌق والبطالمة و الرومان فً علم الطب‬ ‫والصٌدلة؟‬  ‫الدساتٌر الطبٌة‬ ‫ كشف الكراتح وأوراق الثزدي عنذ المصزيين‪:‬‬ ‫ ىقد مبُ قدٍبء اىَصس‪ ِٞٝ‬أٗه ٍِ اخزسع اىنزبثةخ ىيزؼج‪ٞ‬ةس ػةِ أرنةبزٌٕ ٗىٖةٌ اى عةو‬ ‫ا‪ٗ١‬ه ػيةة‪ ٜ‬اىؼةةبىٌ اعَةةغ رةة‪ ٜ‬اىني ة ػةةِ غس‪ٝ‬قةةخ خد‪ٞ‬ةةخ ىيز ةةبٌٕ ٗرةةدٗ‪ْٖٝ‬ب ػيةة‪ٍ ٚ‬ةة٘ا‬ ‫ٍخزي ةةخ ٗإٔةةٌ ٕةةرٓ اىَةة٘ا ٕةة٘ اىجةةس ‪ٗ ٙ‬مةةبُ مي ة أٗزاق اىجةةس ‪ٕ ٛ‬ةة٘ اىؾيقةةخ ا‪ٗ١‬ىةة‪ٚ‬‬ ‫ىيني ػِ اى٘زق ر‪َٞ‬ب ثؼد‪.‬‬ ‫ ‬ ‫ ٗمبُ ّجبد اىجس ‪ َْ٘ٝ ٛ‬ثبىدىزب ٗىنْٔ ا‪ ُ١‬ثؾنٌ اىظسٗف اىغ٘‪ٝ‬خ ٗاىدج‪ٞ‬ؼ‪ٞ‬ةخ ‪َْٝ‬ة٘ رة‪ٜ‬‬ ‫عْ٘ة اىع٘ اُ ٗاىؾجيخ‪ٗ.‬ىقد اشزقذ ٍِ ميَخ ‪ Papyrus‬اىز‪ ٜ‬اغيقذ ػي‪ٕ ٜ‬را اىْجةبد‬ ‫اىنيَةةبد ا‪٣‬رسّغ‪ٞ‬ةةخ اىداىةةخ ػيةة‪ ٜ‬اظةةٌ اىةة٘زق ٕٗةة‪Papier, Paper : ٜ‬وأطووول ورلووة‬ ‫بردٌه وجودت هوى بردٌوة هوارٌس المحفوظوة بوالمتحف البرٌطوانً وٌبلو طولهوا ‪135‬‬ ‫لدما‪.‬وكانت هذه األوراق البرٌة تلف على شكل اسطوانً وتربط فً الوسط‪.‬‬  ‫ وأهم البردٌات الطبٌة التى وجدت هى‪-:‬‬ ‫‪.1‬ثس ‪ٝ‬خ ا‪ٝ‬جسض‪ٗ :‬رؾز٘‪ ٙ‬ػي‪ ٚ‬مض‪ٞ‬س ٍِ اىزةرامس اىدج‪ٞ‬ةخ‬ ‫ٗثؼط اىزؼبٗ‪ٝ‬ر اىعؾس‪ٝ‬خ ٗ‪ٝ‬ظةِ اّٖةب مزجةذ رة‪ ٜ‬ثدا‪ٝ‬ةخ‬ ‫ا‪١‬ظسح ‪ٗ 18‬غ٘ه ٕرٓ اىجس ‪ٝ‬خ ‪ٍ 20.23‬زسا ٗ رةبز‪ٝ‬‬ ‫مزبثةةخ ٕةةرٓ اىجس ‪ٝ‬ةةخ ٕ٘ػةةبً ‪ 1550‬ق ً ٗرؾةة٘‪ٕ ٙ‬ةةرٓ‬ ‫اىجس ‪ٝ‬ةةةخ ٍغَ٘ػةةةخ مج‪ٞ‬ةةةسح ٍةةةِ اى٘نةةة بد ىنض‪ٞ‬ةةةس ٍةةةِ‬ ‫ا‪ٍ١‬ساض‪.‬‬ ‫‪.2‬ثس ‪ٝ‬ةةخ ٕ‪ٞ‬سظةةذ‪ٝٗ :‬سعةةغ رةةبز‪ٕ ٝ‬ةةرٓ اىجس ‪ٝ‬ةةخ ىةة‪ٍ ٜ‬ةةب‬ ‫ثؼةةةد ثس ‪ٝ‬ةةةخ ٗىقةةةد ٗعةةةد اىؼيَةةةبء ريةةةبثٖب مج‪ٞ‬ةةةسا ثةةة‪ِٞ‬‬ ‫ٗنةة برٖب ٗٗنةة بد ثةةس ‪ٝ‬ةةخ ا‪ٝ‬جةةسضض ثةةو أُ ثؼةةط‬ ‫اى٘ن بد ذمسد ؽسر‪ٞ‬ب ر‪ ٜ‬االصْز‪ِٞ‬‬ ‫‪.3‬ثس ‪ٝ‬ةةخ شٌسووتر بٌتووً ‪ٝ‬سعةةغ ربز‪ٝ‬خٖةةب ىةة‪ ٜ‬االظةةسح ‪19‬‬ ‫ٗرؾ٘‪ ٙ‬اىنض‪ٞ‬س ٍِ اى٘ن بد ىؼالط اىَعزق‪ٗ ٌٞ‬اىيةسط‬ ‫ٗثٖب اىنض‪ٞ‬س ٍِ اىزؼبٗ‪ٝ‬ر اىيؼج‪ٞ‬خ‪.‬‬ ‫ٗرؼزجةةةس أقةةةد ً ثس ‪ٝ‬ةةةخ غج‪ٞ‬ةةةخ اذ ‪ٝ‬سعةةةغ ربز‪ٝ‬خٖةةةب ىةةة‪ ٜ‬ػصةةةس اىدٗىةةةخ‬ ‫‪.4‬تزديةةةح كةةةا‬ ‫اىَز٘ظدخ ث‪ ِٞ‬االظسر‪3ٗ 12 ِٞ‬ا ٕٗ‪ ٚ‬ثس ‪ٝ‬خ خبنخ ثؤٍساض اىْعب‪.‬‬ ‫‪.5‬تزديح ج ل نشيف ‪ٝ‬سعغ ربز‪ٝ‬خٖب ى‪ ٜ‬اىؼصس اى‪ّ٘ٞ‬بّ‪ ٕٚٗ ٚ‬ىدت اٍساض اىْعبء‪.‬‬ ‫‪.6‬بردٌة إدوٌنن سنمٌ ‪ :‬لعوال حواالت إصوابات الورأس وإصوابات الصودر والعموود‬ ‫الفمرى‪.‬‬ ‫‪.7‬الثزدياخ المثطيح ٕٗ‪ ٚ‬ثس ‪ٝ‬بد أٗ اعصاء ٍِ مزت ٗعدد ر‪ ٜ‬أٍبمِ ٍخزي خ ٍِ‬ ‫ٍصس ثٖب اىنض‪ٞ‬س ٍِ اى٘ن بد اىدج‪ٞ‬خ ٕٗ‪ ٚ‬رؼد‪ْٞ‬ب رنسح ػَب ٗنو اى‪ ٔٞ‬اىدت ر‪ٜ‬‬ ‫اىؼص٘ز اىقجد‪ٞ‬خ اىضالس ٕٗ‪ ٚ‬اىؼصس اىقجد‪ ٚ‬اى‪ّ٘ٞ‬بّ‪ٗ ٚ‬اىؼصس اىقجد‪ ٚ‬اىَع‪ٞ‬ؾ‪ٚ‬‬ ‫ٗاىؼصس اىقجد‪ ٚ‬اىؼسث‪ٍ.ٚ‬ضو‪-:‬‬ ‫ بردٌه المشاٌخ‪ - :‬و هً باللغه المبطٌه و بها ‪ 227‬وصفه طبٌه المراض العٌون‬ ‫ بردٌه زوٌحه‪ -:‬و هً باللغه المبطٌه و محفوظه فً متحف الفاتٌكان و بها ‪ 45‬وصفه‬ ‫طبٌه لالمراض الجلدٌه‬ ‫‪.8‬تزدياخ اخزى محف ظح ر‪ٍ ٜ‬زبؽ ػ٘انٌ مض‪ٞ‬ةس ٍةِ ٗه اىؼةبىٌ ٕٗة‪ ٚ‬ريقة‪ ٚ‬ظة٘اءا‬ ‫مض‪ٞ‬سا ػي‪ ٚ‬ثؼط اىؼب اد ٗاىزقبى‪ٞ‬د اىؼالع‪ٞ‬ةخ ٗػية‪ ٚ‬مض‪ٞ‬ةس ٍةِ اّة٘اع اىدةت اىيةؼج‪ ٚ‬اىةر‪ٙ‬‬ ‫الشاه ٍعزؼَال ر‪ٍ ٜ‬صس ؽز‪ ٚ‬ا‪ ُٟ‬ثْ ط ٗن برٔ ٗر‪ ٜ‬قيت أٗزٗثب أ‪ٝ‬عب‪.‬‬  ‫وتذراسح ذه الثزدياخ يمكننا ا نخزج تالنرائج اآلذيح ‪-:‬‬ ‫ ‬ ‫ أٗال ‪ٕ :‬رٓ اىجس ‪ٝ‬بد اىدج‪ٞ‬خ اىدٗائ‪ٞ‬خ ػجبزح ػِ ٍعزْداد اٗ ٍساعغ ٗائ‪ٞ‬خ غج‪ٞ‬خ شجٔ زظَ‪ٞ‬خ‬ ‫ٍْق٘ىخ ػِ ٍساعغ اخس‪ ٙ‬ظبثقخ اٗ قد رنُ٘ ٍْق٘ىخ ٍغ ثؼط اىزؼد‪ٝ‬و ٗ‪َٝ‬نِ اػزجبز ٕرٓ‬ ‫اىجس ‪ٝ‬بد ظبر‪ٞ‬س ا‪ٝٗ ١‬خ ر‪ ٜ‬ريل اىؼص٘ز أٗ مَب ّعَ‪ٖٞ‬ب ّؾِ ا‪ ُٟ‬اى سٍبم٘ث‪ٞ‬بد‪.‬‬ ‫ صبّ‪ٞ‬ب‪ :‬ثؼط ٕرٓ اىجس ‪ٝ‬بد ٗائ‪ ٜ‬خبىص مؤ‪ٝ‬جسض ٗثؼعٖب ٗائ‪ ٚ‬عساؽ‪ ٚ‬مؤ ُٗ ظَ‪ٞ‬ش‬ ‫ٗثؼعٖب ػالع‪ ٚ‬ظؾس‪ ٙ‬مجس ‪ٝ‬خ ثسى‪.ِٞ‬‬ ‫ صبىضب‪ :‬ثؼط ٕرٓ اىجس ‪ٝ‬بد زرجذ رسر‪ٞ‬جب ق‪ٞ‬قب اذ ررمس اىجس ‪ٝ‬خ ر‪ ٜ‬مو ٗن خ ّ٘ع اىَسضض‬ ‫غس‪ٝ‬قخ اى ؾصض اىزيخ‪ٞ‬صض ٗن اىؼالطض غس‪ٝ‬قخ رؾع‪ٞ‬س اىدٗاءض غس‪ٝ‬قخ رؼبغ‪ ٚ‬اىدٗاء‪.‬‬ ‫ زاثؼب‪ :‬أُ ٕرٓ اىجس ‪ٝ‬بد قد ؽ٘د ٍغَ٘ػخ ٍِ اىؼقبق‪ٞ‬س اىْجبر‪ٞ‬خ ٗاىؾ‪٘ٞ‬اّ‪ٞ‬خ ٗاىَؼدّ‪ٞ‬خ ٗاُ ّعجخ‬ ‫اىؼقبق‪ٞ‬س اىْجبر‪ٞ‬خ ر‪ٖٞ‬ب ٍسر ؼخ ؽ٘ ى‪ ٜ‬خَعخ آعصاء ٍِ عَبى‪ ٜ‬ظزخ‪.‬‬ ‫ خبٍعب‪ :‬اُ اىنض‪ٞ‬س ٍِ اىؼقبق‪ٞ‬س اىْجبر‪ٞ‬خ اىز‪ ٚ‬ذمسد ‪ٝ‬ؾزبط ى‪ ٜ‬زاظخ غ٘‪ٝ‬يخ ىزؾق‪ٞ‬قٔ ٍٗؼسرخ‬ ‫اظَٔ ٗانئ اذ اُ مض‪ٞ‬سا ٍِ اىْجبربد اىدج‪ٞ‬خ قد اخز ‪ٍ ٍِ ٜ‬صس ثَسٗز اىصٍِ ٗقد رنُ٘ ٕرٓ‬ ‫اىؼقبق‪ٞ‬س ٍَب اظزغيجٔ اىَصس‪ ٍِ ُ٘ٝ‬االقدبز االخس‪.ٙ‬‬ ‫ ظب ظب‪ :‬رغد ر‪ ٜ‬ثؼط اىجس ‪ٝ‬بد ثؼط اىؼقبق‪ٞ‬س غ‪ٞ‬س اىَصس‪ٝ‬خ أذ أُ اىَصس‪ ِٞٝ‬اىقداٍ‪ ٚ‬ىِ‬ ‫‪ٝ‬نز ٘ا ثَب ّجذ ر‪ ٜ‬ازظٌٖ ثو ؽؤٗه ثؼط اىَي٘ك ٗاالٍساء اظزغالة اىنض‪ٞ‬س ٍِ اىْجبربد اىدج‪ٞ‬خ‬ ‫ٗغ‪ٞ‬س اىدج‪ٞ‬خ ٗأقيَزٖب ر‪ٍ ٜ‬صس‬  ‫العماليزعنذ لذماء المصزيين‬ ‫ رده اىص٘ز ٗاىْق٘غ اىز‪ٝ ٚ‬سعغ ربز‪ٝ‬خٖب ى‪ ٜ‬ػص٘ز ٍبقجو اىزبز‪ٗ ٝ‬اىز‪ ٚ‬ػضس‬ ‫ػي‪ٖٞ‬ب ر‪ ٜ‬اىنٖ٘ف اىز‪ ٚ‬ارخرٕب االّعبُ ٍعنْب ػي‪ ٚ‬أُ االّعبُ ؽؤٗه ػالط ععَٔ‬ ‫ٗغس االزٗاػ اىيس‪ٝ‬سح اىز‪ ٚ‬اػزقد اّٖب ظجت اىَسض ٗاشزٖس اىَصس‪ ُ٘ٝ‬ثبىعؾس‬ ‫ٗثَسٗز اى٘قذ أنجؼ اىنْٖخ ٌٕ زعبه اىدت ٗاىص‪ٞ‬د ىخ ر‪ ٜ‬ػص٘ز ٍصس اىقد‪َٝ‬خ‬ ‫ٗنبزد اىَؼبثد ٕ‪ٍ ٚ‬دازض اىدت ‪ٝ‬ؤر‪ ٚ‬اى‪ٖٞ‬ب اىْبض ٍِ مو ٍنبُ‪.‬‬ ‫ ولد كان االعتما د السائد لدٌما ان سبب المرض هو االرواح الشرٌرة التى تحل‬ ‫بالجسم البشرى وتعٌش على غذائه ولمحأولة طردها تتلى بعض ا لتمائم‪ ،‬وٌدهن‬ ‫الجسم ببعض الزٌوت التى ٌعتمد أنها تدخل الً جسم المرٌض وتحمٌه من‬ ‫األوجاع‪ ،‬وبعض البردٌات السحرٌة المدٌمة تعتبر مرجعا هاما توارثته االجٌال‬ ‫المتتالٌة لهذه الناحٌة الروحٌة الممدسة السحرٌة فً العال ‪ ،‬وفً بردٌة أٌبرس أن‬ ‫أرواح العمالٌر تدخل جسم المرٌض وتحمٌه من األمراض وتطردها‪.‬‬ ‫ ومع مرور الزمن آضاف االنسان فً عالجة استخدام العقاقٌر النباتٌة‪،‬‬ ‫والحٌوانٌة والمعدنٌة‬  ‫العمالٌر النباتٌة‬ ‫الخشخاش )‪ :(poppyseeds‬اىر‪ٝ ٙ‬عزخسط ٍْٔ ا‪١‬ر‪ُ٘ٞ‬ض ٗقةد اظةزخدً ىؼةالط‬ ‫‪.1‬‬ ‫ا‪ٍ١‬ساض اىَصؾ٘ثخ ثؤىٌ ٗر‪ ٜ‬اىَغص اىَؼ٘‪ ٙ‬ظ٘اء أمبُ ٍ٘ظ٘ػ‪ٞ‬ب ً أٗ ػِ غس‪ٝ‬ق‬ ‫اى ٌ ٗقد ذمس ر‪ ٜ‬ثس ‪ٝ‬خ أ‪ٝ‬جسض‪.‬‬ ‫خانك الذئة)‪ :)acomnitum‬ذمةس رة‪ ٜ‬ثس ‪ٝ‬ةخ أ‪ٝ‬جةسض ٕٗة٘ ٗاء ٍعةنِ ٍٗيدة‬ ‫‪.2‬‬ ‫‪ٝ‬عزخدً ر‪ ٜ‬ا‪ٍ١‬ساض اىَؤىَخ‪.‬‬ ‫النعنةةا الفلف ة و والكنةةذرو والمةةز ٗغ‪ٞ‬سٕةةب ٍةةِ ا ىَةة٘ا اىؼدس‪ٝ‬ةةخ ذمةةسد رةة‪ ٜ‬ثس ‪ٝ‬ةةخ‬ ‫‪.3‬‬ ‫أ‪ٝ‬جةةسض ‪ -‬مضةةس اظةةزخداٍٖب رةة‪ ٜ‬اىغةةسٗػ ٗاىةةدٕبّبد ٍةةِ اىظبٕسىَةةب ىٖةةب ٍةةِ اىخةة٘ا‬ ‫اىَعب ح ىيَ‪ٞ‬نسٗثبد رٖ‪ٍ ٚ‬دٖسح ىيغعٌ‪.‬‬ ‫ش‪ٝ‬ةذ اىخةسٗع)‪ :(castor oil‬ذمةس رة‪ ٜ‬ثس ‪ٝ‬ةخ ا‪ٝ‬جةسض – اظةزخدً مَية‪ٗ ِٞ‬الَّةبء‬ ‫‪.4‬‬ ‫اىيؼس‪.‬‬ ‫اىؼسػس)‪ :(juniper‬ذمس ر‪ ٜ‬ثس ‪ٝ‬خ ا‪ٝ‬جسضض ٗثس ‪ٝ‬خ ٕ‪ٞ‬سظةذض مةبُ ‪ٝ‬عةزخدً ىزعةن‪ِٞ‬‬ ‫‪.5‬‬ ‫ا‪ٟ‬الً اىظةةبٕسحض ٗالٍةةساض اىقيةةت ىَةةب ىةةٔ ٍةةِ اى بئةةدح رةة‪ ٜ‬ا زاز اىجةة٘ه ٗمةةرىل ميةةِ‬ ‫‪ٝ‬عزخدً ىالٍساض اىج٘ى‪ٞ‬خ ٗالىزٖبة اىَضبّخ‪.‬‬ ‫قيس اىسٍبُ)‪ :(pomegranate peel‬ذمس ر‪ ٜ‬ثس ‪ٝ‬خ ثسى‪ٗ – ِٞ‬قةد اظةزخدً رة‪ٜ‬‬ ‫‪.6‬‬ ‫ػالط اىد‪ٝ‬داُ ٗقد اظزخدً اىَصس‪ ُ٘ٝ‬قي٘ز اىسٍبُ مَب ح قبثعخ ىؼةالط اىؾةسٗق –‬ ‫مَب اظزخدٍ٘ا اىقي٘ز ٗعرٗز اىْجبد ىدس اىد‪ٝ‬داُ‪.‬‬  ‫العمالٌر النباتٌة‬ ‫الجميةةةا والرةةةين‪ :‬مةةةبُ اىزةةة‪ٝ ِٞ‬عةةةزخدً مغةةةراء ٗ ٗاء ٗرةةة‪ ٜ‬نةةةْبػخ اىخَةةةس‬ ‫‪.7‬‬ ‫ٗاظزخدً اىَصةس‪ّ ُ٘ٝ‬جةبد اىغَ‪ٞ‬ةص رة‪ ٜ‬رةرامسٌٕ اىدج‪ٞ‬ةخ ى‪ٍ٢‬ةساض اىغيد‪ٝ‬ةخ‬ ‫ٗخبنةةخ ٍةةسض اى‪ٞ‬ةة٘شا ( اىصةةدر‪ ) ٔٞ‬اذ مةةبّ٘ا ‪ٝ‬خيدةةُ٘ اىؼصةةبزح اىيجْ‪ٞ‬ةةةخ‬ ‫ثجؼط اىَ٘ا اىن‪َٞٞ‬بئ‪ ٔٞ‬مجؼط ٍسمجبد اىؾد‪ٝ‬د ىؼَو ٍسٌٕ‪.‬‬ ‫الثصل‪ :‬شزع ٍْر اىؼص٘ز ا‪ٗ١‬ى‪ٗ ٚ‬زظٌ ػي‪ ٚ‬ا‪ٟ‬صبز ٗمزت ػْٔ اىَؤى ُ٘ ض‬ ‫‪.8‬‬ ‫ٗزظٌ ر‪ ٜ‬قبئَخ اىٖدا‪ٝ‬ب اىَقدٍخ ىيَ‪ٞ‬ذ ٗمبُ ‪ٝ‬قدً ىيغضش اىَؾْدةخ ٍصةؾ٘ثخ‬ ‫ثدق٘ض ظةؾس‪ٝ‬خ ٗزٍة٘شا ىيجصةو ثؤظةْبُ ا‪ٟ‬ىةٔ ؽة٘زض اىزة‪ ٚ‬رَةْؼ اىصةؾخ‬ ‫ٗٗعد ر‪ٗ ٜ‬ن ٔ ىؼالط اىسٍٗبر‪ٞ‬صً‪ٗ.‬رعٖ‪ٞ‬و اىَ بنو ‪.‬‬ ‫الخزوب‪:‬قد ذمس اىخسٗة ر‪ ٜ‬قسغبض ا‪ٝ‬جسض الثب ح اىد‪ٝ‬داُ اىَؼ٘‪ٝ‬خ ٍغ‬ ‫‪.9‬‬ ‫اىيجِض ٗاىؼعوض ٗخيػ اىَصس‪ ُ٘ٝ‬ىت اىخسٗة ٍغ اىؼعو ػي‪ ٚ‬شنو ػغ‪ْٞ‬خ‬ ‫ىزؾي‪ٞ‬خ ا‪ٝٗ ١‬خ ٗظَ‪ ٜ‬ػعو اىخسٗة صٌ نْؼ٘ٓ ػي‪ ٚ‬شنو ق٘اىت‪.‬‬ ‫‪.10‬الشثد‪ّ:‬جبد ػدس‪ٝ ٛ‬صزع ثنضسح ر‪ ٜ‬اىيسق ٗر‪ ٜ‬ارس‪ٝ‬ق‪ٞ‬ب ٗاٗزٗثب اظزؼَو‬ ‫ر‪ ٜ‬رؾع‪ٞ‬س ٍبء اىيجذ مدبز ىالز‪ٝ‬بػ ػْد االغ به اٍب اظزؼَآىٔ ٍِ‬ ‫اىظبٕس رنبُ ‪٘ٝ‬ن ىؼالط آالً اىسأض ٗرعٖ‪ٞ‬و ؽسمخ اىَ بنو‪.‬‬  ‫العمالٌر النباتٌة‬ ‫‪.11‬الكاتزج‪ٗ:‬عدد ر‪ ٜ‬اىَقبثس اى سػّ٘‪ٞ‬خ ٗر‪ ٜ‬اىؼصس االغس‪ٝ‬ق‪ٜ‬‬ ‫اىسٍٗبّ‪ّٗ ٜ‬عجذ اى‪ ٔٞ‬خبن‪ٞ‬خ غس اىد‪ٝ‬داُ‪.‬‬ ‫‪.12‬الكم ‪:‬ذمس مدٗاء ر‪ ٜ‬أمضس ٍِ ظةز‪ٗ ِٞ‬نة خض ٗمدةبز ى‪٢‬ز‪ٝ‬ةبػض‬ ‫ٍٗعٖو ٗغبز ىيد‪ٝ‬داُ ٗىالظزؼَبه ٍِ اىظبٕسض ٗر‪ ٜ‬شنو أقَةبعض‬ ‫ٗمغ‪ٞ‬بز ىيغسٗػ ذاد اىسائؾخ اىنس‪ٖٝ‬خ‪.‬‬ ‫‪.13‬المنةةةذران ‪ -‬اىَْةةةدزغ٘ح أٗ اىيقةةةبػ‪ :‬ذمةةةس رةةة‪ ٜ‬اىقةةةساغ‪ٞ‬ط اىدج‪ٞ‬ةةةخ‬ ‫اىَصةةس‪ٝ‬خ اىقةةد ‪َٝ‬ةةخ أ‪ٝ‬ةةسا ٗ‪ٝ‬عةةزؼَو رةة‪ ٜ‬رؾعةة‪ٞ‬س ٕبُ ٗرةة‪ ٜ‬ػةةالط‬ ‫اى٘ال ح اىؼعسحض ٗاالظْبُ ٗاىؼ‪ ُ٘ٞ‬مَب ‪ٝ‬عزؼَو مًَْ٘‪.‬‬ ‫‪.14‬الصةةم ‪ :‬ذمةةس رةة‪ ٜ‬ثس ‪ٝ‬ةةخ أ‪ٝ‬جةةسض ‪-‬اظةةزؼَو ىالظةةٖبه ٗاىْةةصالد‬ ‫اىَؼ٘‪ٝ‬خ‪.‬‬ ‫‪.15‬تةةذر الكرةةا ‪ :‬ذمةةس رةة‪ ٜ‬ثس ‪ٝ‬ةةخ أ‪ٝ‬جةةسض ‪ -‬مةةبُ ‪ٝ‬عةةزؼَو ٍةةِ اىظةةبٕس‬ ‫ى‪٠‬الً ٗاالىزٖبة‪.‬‬  ‫العقاقٌر الحٌوانٌة‬ ‫اظزؼَو اىَصس‪ ُ٘ٝ‬اىقدٍبء مض‪ٞ‬سا ٍِ اىؼقبق‪ٞ‬س اىؾ‪٘ٞ‬اّ‪ٞ‬خ ٍضو اىنجد ٗاىَسازح ٗاىيَغ ٗاىدْٕ‪ٞ‬بد ‪-‬‬ ‫رؤرخرٗا ٍِ اىدِٕ ٗاىيؾٌ اىؾ‪٘ٞ‬اّ‪ ٚ‬أ ْٕخ ىؼالط اىجيسحض ى٘قب‪ٝ‬خ اىغيد ٗرغر‪ٝ‬زٔ ‪ -‬مَب اظزخدٍ٘ا‬ ‫اىد‪٘ٞ‬ز ٗآىٖ٘اً ٗا‪١‬ظَبك ٗاىؾ‪٘ٞ‬اّبد غ‪ٞ‬س اى قبز‪ٝ‬خ‪.‬‬ ‫ندرٔ اىعيؾ بح‪:‬مبُ اىَصس‪ٝ ُ٘ٝ‬زيبئَُ٘ ٍِ اىعيؾ بح ٗاظزؼَو اىَصس‪ ُ٘ٝ‬مجد‬ ‫‪.1‬‬ ‫اىعيؾ بح ٗمبّذ ٍسازرٖب ردخو ر‪ٗ ٜ‬ن بد اىؼ‪ٗ ِٞ‬رؼبىظ اىغي٘مٍ٘ب‪.‬‬ ‫اى ؤزح ذمسد اى ؤزح ظَِ ا‪ٝٗ ١‬خ اىقد ‪َٝ‬خ ر ‪ ٜ‬قسغبض آ‪ٝ‬جسض ررمسح ىؼالط‬ ‫‪.2‬‬ ‫اىسٍٗبر‪ٞ‬صً رزسمت ٍِ اعصاء ٍزعبٗ‪ٝ‬خ ٍِ مو ٍِ ِٕ اىخْص‪ٝ‬س ٗاى ؤزح ٗاىضؼجبُ‬ ‫ٗاىقػ رَصط ٗر٘ظغ ػي‪ ٚ‬اىؼع٘ اىَصبة – ٗر‪ٗ ٜ‬ن خ اخس‪ٝ ٛ‬خيػ ِٕ اى ؤزح‬ ‫ٍَصٗعب ثدِٕ االظدض ٗاى ٖدض ٗش‪ٝ‬ذ اىص‪ٝ‬زُ٘ ٗ‪ٝ‬عزؼَو مَسٌٕ‪.‬‬ ‫قسُٗ اى٘ػو‪ٍْ :‬ق٘شٔ ر‪ ٜ‬اىَقبثس ٗث‪ ِٞ‬اىقساث‪ ِٞ‬اىَٖدآ ٗمبُ ‪ٝ‬عزخدً ػدا اىقسُٗض‬ ‫‪.3‬‬ ‫ٗاىد ًض ٗاىْخبع ٗاىيؾٌض ٗاىؼظبً ٗاىؾ٘ارس‪.‬‬ ‫اى٘غ٘اغ ‪ :‬اظزؼَئ قدٍبء اىَصس‪ِٞٝ‬ض ٗأٗه ٍب ذمس ر‪ ٜ‬االظزؼَبه اىدج‪ ٚ‬ر‪ٜ‬‬ ‫‪.4‬‬ ‫قسغبض ا‪ٝ‬جسض ؽ‪ٞ‬ش ‪ٝ‬دخو ر‪ٗ ٜ‬ن بد ػد‪ٝ‬دح ىَْغ َّ٘ اىيؼس ثؼد شدح ٍِ اىغ ِ‬ ‫ٗظو اى٘غ٘اغ ٍعزؼَال ؽز‪ ٚ‬ظز٘ز ا‪ٝٗ ١‬خ اىجس‪ٝ‬دبّ‪ ٚ‬ر‪ ٜ‬اىقسُ اىضبٍِ ػيس ؽ‪ٞ‬ش‬ ‫ّص ػي‪ ٚ‬اظزؼَبه ىؾَٔ ر‪ ٜ‬ػالط ا‪ٗ١‬زاً اىَزؾغسح ٗاىْقسضض ٗػي‪ ٚ‬اظزؼَبه ٍٔ‬ ‫ر‪ ٜ‬ػالط ظق٘غ اىيؼس‬  ‫العماليز المعذنيح‬ ‫ ٗعدد ثؼط اىؼقبق‪ٞ‬س اىَؼدّ‪ٞ‬خ ر‪ ٜ‬اىدظبر‪ٞ‬س اىدٗائ‪ٞ‬ةخ ٗقةد اظةزخدٍذ رة‪ ٜ‬ػصة٘ز ٍةب‬ ‫قجو اىزبز‪ ٍِٗ ٝ‬إَٖٔب‪-:‬‬ ‫‪.1‬الشة)‪:(alum‬مبُ اىيت ٍِ ث‪ ِٞ‬آىٖدا‪ٝ‬ب اىز‪ ٚ‬مبُ ‪ٝ‬قدٍٖب زٍعة‪ٞ‬ط اىضبىةش ىَؼبثةد‬ ‫ٍصةةس ٍةةغ اىَ‪ٞ‬نةةبض ٗأمعةة‪ٞ‬د اىسنةةب ا‪١‬ؽَةةس ٗظةةي‪ٞ‬نبد اىْؾةةبض‪ٗ.‬قةةد ذمةةسد رةة‪ٜ‬‬ ‫قسغبض ا‪ٝ‬جسض ٗن ٔ رؾز٘‪ ٙ‬اىيت مَةب اظةزخدً مةدٕبُ ٍةغ اىص‪ٝ‬ةذ ىؼةالط اىزٖةبة‬ ‫اىؼ‪.ِٞ‬‬ ‫‪.2‬النحاس‪:‬اظزخدً الٍساض اىؼ‪ِٞ‬ض ٗنْغ اىنؾو ٍِ ظي‪ٞ‬نبد اىْؾةبض‪ٗ -‬ػ٘ىغةذ ثةٔ‬ ‫اىقسٗػ‪.‬‬ ‫‪.3‬الزصاص‪ :‬اظزخدً ر‪ ٜ‬نْبػخ اىنؾو ا‪١‬ظ٘ ‪.‬‬ ‫‪.4‬الحذيذ‪ :‬اظزؼَئ اىقةداٍ‪ ٜ‬رة‪ ٜ‬ػةالط ا‪ٍ١‬ةساض رة‪ ٜ‬اىغيد‪ٝ‬ةخض ٗذمةس رة‪ٗ ٜ‬زقةخ ثةسى‪ِٞ‬‬ ‫اىدج‪ٞ‬خ ىؼالط اىغسٗػ اىْبشئخ ٍِ اىؾسٗق‪.‬‬ ‫‪.5‬الجثس‪:‬اظزؼَو ر‪ ٜ‬نْبػخ اىغجبئس ىؼالط مع٘ز اىؼظبً‪.‬‬ ‫‪.6‬األنريم ‪ :‬ػضس ػي‪ ٔٞ‬ر‪ ٜ‬ػ‪ْٞ‬خ ٍِ مؾو اىؼة‪ ِٞ‬رة‪ٍ ٜ‬قجةسح ٍةِ ا‪١‬ظسحاىزبظةؼخ ػيةس‪-‬‬ ‫مَب اظزخدً ر‪ ٜ‬ػالط اىج٘ه اىدٍ٘‪.ٛ‬‬  ‫المستحضرات الصٌدلٌة عند قدماء المصرٌٌن‬ ‫ولد تفنن المصرٌون فً طرق تحضٌر أدوٌتهم كأحدث الطرق العلمٌة الصٌدلٌة‪ ،‬فهم أول‬ ‫ ‬ ‫من استعمل اللبخات المحتوٌة على أكسٌد الرصاص‪ ،‬كما ذكر ذلن فً الوصفة نمرة ‪١٩١‬‬ ‫من لرطاس هٌرست‪ ،‬واستعملوا الحقن الشرجٌة المسكنة المحتوٌة على منقوع الخشخاش‬ ‫كما فً الوصفة نمرة ‪ ١٦٤‬من لرطاس إٌبرس‪.‬‬ ‫واستعملوا الدوشات للرحم من عقاقٌر نباتٌة منموعة فً لبن البمر‪ ،‬وكذلن اللعولات‬ ‫ ‬ ‫والغراغر اللتهابات اللسان والزور‪.‬‬ ‫وهم أول من عرف خواص المسهالت ولسموها إلى فرق‪ ،‬وأول من استعمل الدهانات‬ ‫ ‬ ‫العطرٌة إلزالة الروائح الكرٌهة من جسم اإلنسان‪.‬وإلٌن وصفة من أهم مستحضراتهم‬ ‫مر ناشف وبرشان وكندر وسعد وماستكة وٌانسون ودارصوص‬ ‫لتعطٌر فم السٌدات‪ٌّ :‬‬ ‫صا ‪Tablets.‬‬‫بكمٌات متساوٌة‪ ،‬تطحن جٌدًا وتمز ثم تعجن بالعسل وتمسم ألرا ً‬ ‫ولد اهتم المصرٌون اهتما ًما عظٌ ًما بجمٌع مستحضرات الزٌنة وحازت روائحهم العطرٌة‬ ‫ ‬ ‫السبك فً العالم الغابر‪ ،‬وصنعوا منها أصنافًا ممدسة من عدة نباتات زكٌة‪ ،‬وأهمها ما كان‬ ‫ٌسمى عندهم باسم «خٌفً» ‪Kyphi.‬‬ ‫ً حضروه‬ ‫وصنعوا زٌوتًا خاصة للشعر‪ ،‬وكان للملكة «شٌث» من األسرة الثالثة زٌت ملك ٌّ‬ ‫ ‬ ‫بغلً كعاب الكالب وحوافر الحمٌر وزهر النخٌل فً زٌت‪ ،‬وشاع بٌنهم استعمال دهان‬ ‫خاص للصلع مخلوط من دهن الحصان والتمساح والكركدن والمط والثعبان والتٌتل‪.‬ومن‬ ‫ً‬ ‫مفعوال من أدوٌة العصر الحدٌث‪.‬‬ ‫ٌُدرٌنا ربما كان هذا ألوى‬  1st YEAR PHARM-D (general and clinical) PHARMACY ORIENTATION Dr. Dina Adel Kamel Abdelmalek Lecturer of Pharmaceutics Faculty of Pharmacy Assiut university PRESCRIPTION AND PHARMACEUTICAL CALCULATIONS PRESCRIPTION PRESCRIPTION By definition, a prescription is an order for medication issued by a physician, dentist, or other properly licensed medical practitioner. A prescription designates a specific medication and dosage to be prepared by a pharmacist and administered to a particular patient. A prescription is usually written on preprinted forms containing the traditional symbol _(meaning „„recipe,‟‟ „„take thou,‟‟ or „„you take‟‟), name, address, telephone number, and other pertinent information regarding the physician or other prescriber. In addition, blank spaces are used by the prescriber to provide information about the patient, the medication desired, and the directions for use. PRESCRIPTION A written prescription may be presented at the pharmacy by the patient or caregiver, or it may be transmitted from the prescriber by telephone or by other electronic means. In the latter instances, the pharmacist immediately reduces the order to a properly written form or computer entry. In hospitals and other institutions, the forms are somewhat different and are referred to as medication orders. In this case the orders are typed; typically, these instructions are written by the physician in ink. A prescription or medication order for an infant, child, or an elderly person may also include the age, weight, and/or body surface area (BSA) of the patient. This information is sometimes necessary in calculating the appropriate medication dosage. Types of Prescription It is important to recognize two broad categories of prescriptions: (1) those written for a single component or prefabricated product and not requiring compounding or admixture by the pharmacist. (2) those written for more than a single component and requiring compounding. A prescription may include the chemical or nonproprietary (generic) name of the substance or the manufacturer‟s brand or trademark name (shown in all capital letters in this text). Prescriptions requiring compounding contain the quantities of each ingredient required. Medications are prepared into various types of dosage forms (e.g., tablets, syrups, injections) and drug delivery systems (e.g., transdermal patches) to ensure that the medication is administered accurately and appropriately. Components of a prescription (1) Prescriber information and signature (2) Patient information (3) Date prescription was written (4) Symbol (the Superscription), meaning ‘‘take thou,’’ ‘‘you take,’’ or ‘‘recipe’’. (5) Medication prescribed (the Inscription) (6) Dispensing instructions to the pharmacist (the Subscription) (7) Directions to the patient (the Signa) (8) Special instructions. A typical hospital medication order sheet Example for a prescription to a pediatric patient Example of a prescription requiring compounding Example for a prescription written for a generic drug E-prescribing/E-prescriptions The use of electronic means for the generation and transmission of prescriptions is accepted throughout the United States. In the inpatient or outpatient setting, a medication order, for a patient is entered into an automated data entry system as a personal computer (PC) or a handheld device loaded with e- prescribing software and sent to a pharmacy as an e- prescription. When received, a pharmacist immediately reduces the order to a hard copy and/or stores it as a computer file. Among the advantages cited for e-prescriptions over traditional paper prescriptions are: Reduced errors due to prescription legibility. Concurrent software screens for drug interactions. Reduced incidence of altered or forged prescriptions. Efficiency for both prescriber and pharmacist. Convenience to the patient, whose prescription would likely be ready for pick-up upon arrival at the pharmacy. Narcotic Prescription Orders Narcotic prescription orders are those written for a drug defined to have an addiction-forming or addiction- sustaining liability similar to morphine or cocaine. They are termed "opiates" in the Federal law. opiates are so valuable for the relief of insufferable pain that carefully regulated sale is permitted. A serious legal and professional responsibility of the pharmacist is to safeguard and dispense properly his stock of narcotics. EXAMPLE ON NARCOTIC PRESCRIPTION Tamper-Resistant Prescription Pads To prevent the unauthorized copying, modification, or counterfeiting of prescriptions, tamper resistant prescription pads have been developed. The tamper-resistant qualities of these prescription forms is accomplished through the use of security paper, erase resistant paper, thermochromatic ink (which results in the appearance of the word „„VOID‟‟ on photocopies), and/or imbedded holograms. Qualitative responsibilities of the pharmacist when handling a prescription 1. Careful check of identity and quality of each ingredient. 2. Checking the safety of each dose and accuracy of the label. 3. A number is assigned, and notation of procedures he has followed in compounding are sometimes placed on the prescription order to aid the pharmacist in the event renewal is requested. 4. In the case of narcotic drugs, the pharmacist is required by law to file the original prescription order and copies are not furnished.