Pharmacoepidemiological profile of patients treated at a teaching clinic in the brazilian Amazon

Characterizing medication use constitutes a fundamental health indicator, particularly in the context of challenges such as polypharmacy and self-medication. However, populations assisted in teaching clinics remain underinvestigated, despite encompassing diverse profiles and serving as strategic settings for professional training. This study aimed to characterize the therapeutic profile and health-related behaviors of patients treated at a teaching clinic in the Brazilian Amazon. An observational, cross-sectional study was conducted from october 2024 to march 2025 at the Teaching Clinic of the Universidade da Amazônia, Belém, PA, Brazil. A convenience sample included 80 consecutive adults who met the eligibility criteria. Data were collected using a semi-structured questionnaire administered through individual interviews and analyzed using descriptive statistics and chi-square/Fisher’s exact tests. The sample was predominantly female (68.7%), with a mean age of 52.13 ± 17.91 years, and 56.2% reported chronic diseases. A high prevalence of self-medication (60%) and polypharmacy (38.75%) was observed. Self-medication was significantly associated with the presence of chronic diseases (RR = 1.64; p = 0.04) and self-reported adverse drug reactions (RR = 1.93; p = 0.038). No participant demonstrated high therapeutic adherence, with neglect of dosing schedules being the main reason for non-adherence (83.75%). Access to pharmaceutical consultations was low (22.5%), and improper disposal of medications was prevalent (73.75% disposed of medicines in household waste). Integrative and Complementary Practices were used by 57.5% of participants, predominantly phytotherapy (73.9%), without professional guidance. These findings indicate a high-risk pharmacotherapeutic profile characterized by self-medication, polypharmacy, adverse drug reactions, and absence of high therapeutic adherence, associated with limited access to pharmaceutical services. The implementation of pharmaceutical care strategies integrated into the teaching-clinic environment is necessary to optimize pharmacotherapy and enhance evidence-based professional training grounded in local realities.