Evaluation of a Structured Educational Program for Community Pharmacists’ Knowledge, Attitudes, and Satisfaction Toward Diabetes Patient-Centered Care: A Non-Randomized Quasi-Experimental Study

Background: Although diabetes is a major public health concern worldwide, evidence on formal diabetes education programs for community pharmacists in Palestine remains limited, despite their important role as accessible healthcare providers. Objectives: To evaluate immediate changes in community pharmacists’ diabetes-related knowledge and attitudes toward patient-centered care following participation in a structured diabetes education program and to assess their satisfaction with the educational experience. Methods: This non-randomized controlled pretest–posttest study enrolled 200 community pharmacists in the West Bank, Palestine. Knowledge and attitudes were assessed using modified versions of the Diabetes Knowledge Test and Diabetes Attitude Scale (DAS-3), respectively. Satisfaction with the educational experience was assessed after the educational period using an adapted questionnaire. General linear models provided adjusted post-intervention comparisons and between-group comparisons of pre–post changes. Results: At the pooled baseline knowledge mean, the adjusted post-intervention knowledge score was higher in the intervention group (adjusted mean difference = 6.73, 95% CI [6.13, 7.33], p < 0.001), and the adjusted change in knowledge from pre- to post-intervention was greater in the intervention group (adjusted mean difference in change = 7.04, 95% CI [6.37, 7.71], p < 0.001). At the pooled baseline attitude mean, the adjusted post-intervention attitude score was higher in the intervention group (adjusted mean difference = 0.579, 95% CI [0.393, 0.765], p < 0.001). The adjusted between-group difference in change in attitude was small and not statistically significant (adjusted mean difference in change = 0.091, 95% CI [−0.061, 0.242], p = 0.238). The adjusted satisfaction score was likewise higher in the intervention group (adjusted difference = 0.304, 95% CI [0.122, 0.487], p = 0.001). Conclusion: Participation in the structured educational program was associated with greater immediate knowledge gains and higher satisfaction than receipt of standard written materials. However, the adjusted between-group difference in attitude change was not statistically significant. The non-randomized design limits causal inference, and longer-term studies are needed to assess sustained educational benefits and changes in practice.