OBJECTIVES: To assess the breadth, depth, and perceived importance of pharmacogenomics instruction and level of faculty development in this area in schools and colleges of pharmacy in the United States. METHODS: A questionnaire used and published previously was further developed and sent to individuals at all US schools and colleges of pharmacy. Multiple approaches were used to enhance response. RESULTS: Seventy-five (83.3%) questionnaires were returned. Sixty-nine colleges (89.3%) included pharmacogenomics in their PharmD curriculum compared to 16 (39.0%) as reported in a 2005 study. Topic coverage was <10 hours for 28 (40.6%), 10-30 hours for 29 (42.0%), and 31-60 hours for 10 (14.5%) colleges and schools of pharmacy. Fewer than half (46.7%) were planning to increase course work over the next 3 years and 54.7% had no plans for faculty development related to pharmacogenomics. CONCLUSIONS: Most US colleges of pharmacy include pharmacogenomics content in their curriculum, however, the depth may be limited. The majority did not have plans for faculty development in the area of pharmacogenomic content expertise.
OBJECTIVES: To assess the breadth, depth, and perceived importance of pharmacogenomics instruction and level of faculty development in this area in schools and colleges of pharmacy in the United States. METHODS: A questionnaire used and published previously was further developed and sent to individuals at all US schools and colleges of pharmacy. Multiple approaches were used to enhance response. RESULTS: Seventy-five (83.3%) questionnaires were returned. Sixty-nine colleges (89.3%) included pharmacogenomics in their PharmD curriculum compared to 16 (39.0%) as reported in a 2005 study. Topic coverage was <10 hours for 28 (40.6%), 10-30 hours for 29 (42.0%), and 31-60 hours for 10 (14.5%) colleges and schools of pharmacy. Fewer than half (46.7%) were planning to increase course work over the next 3 years and 54.7% had no plans for faculty development related to pharmacogenomics. CONCLUSIONS: Most US colleges of pharmacy include pharmacogenomics content in their curriculum, however, the depth may be limited. The majority did not have plans for faculty development in the area of pharmacogenomic content expertise.
Authors: T E Klein; R B Altman; N Eriksson; B F Gage; S E Kimmel; M-T M Lee; N A Limdi; D Page; D M Roden; M J Wagner; M D Caldwell; J A Johnson Journal: N Engl J Med Date: 2009-02-19 Impact factor: 91.245
Authors: Katarzyna Drozda; Yana Labinov; Ruixuan Jiang; Margaret R Thomas; Shan S Wong; Shitalben Patel; Edith A Nutescu; Larisa H Cavallari Journal: Am J Pharm Educ Date: 2013-10-14 Impact factor: 2.047
Authors: Kristen B McCullough; Christine M Formea; Kevin D Berg; Julianna A Burzynski; Julie L Cunningham; Narith N Ou; Maria I Rudis; Joanna L Stollings; Wayne T Nicholson Journal: Am J Pharm Educ Date: 2011-04-11 Impact factor: 2.047