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Pharmacy informatics syllabi in doctor of pharmacy programs in the US
Brent I Fox1, Rachel Bongiorno Karcher, Allen Flynn
1Dunn School of Pharmacy, Shenandoah University, USA. foxbren@auburn.edu
Objectives:
To assess pharmacy informatics education, identify current competencies, and develop a foundational set of recommendations.
Methods:
Accredited pharmacy programs were contacted. Data were collected using a mixed-mode procedure. Didactic and experiential syllabi were analyzed for compliance with informatics competencies in Accreditation Council for Pharmacy Education (ACPE) Standards 2007.
Results:
Thirty-two of 89 schools responded; 25 provided syllabi (36% response rate, 28% submission rate). Twenty-seven didactic and 9 experiential syllabi were received. The syllabi contained a diverse mix of educational content, some of which represented pharmacy informatics content as defined by ACPE. Schools are teaching clinical system terminology, applications, and evaluation.
Conclusions:
Many professional programs are not providing instruction in pharmacy informatics. There may be confusion within the academy/profession between pharmacy informatics and drug information practice. Much work is required for programs to become compliant with the ACPE 2007 pharmacy informatics competencies.
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