OBJECTIVES: To determine the extent of implementation of Institute of Medicine (IOM) recommendations for 5 core competencies within the doctor of pharmacy (PharmD) curricula in US colleges and schools of pharmacy. METHODS: A survey instrument that used IOM language to define each of the recommended competencies (patient-centered care, interdisciplinary teaming, evidence-based practice, quality improvement, and informatics) was sent to 115 US colleges and schools of pharmacy. RESULTS: Evidence-based practice and patient-centered care were the most widely implemented of the 5 core competencies (in 87% and 84% of colleges and schools, respectively), while informatics, interdisciplinary teaming, and quality improvement were implemented to a lesser extent (at 36%, 34%, and 29% of colleges and schools, respectively). CONCLUSIONS: Significant progress has been made by colleges and schools of pharmacy for inclusion of IOM competencies relating to evidence-based practice and patient-centered care within curricula. However, the areas of informatics, interdisciplinary teaming, and quality improvement are lagging in inclusion.
OBJECTIVES: To determine the extent of implementation of Institute of Medicine (IOM) recommendations for 5 core competencies within the doctor of pharmacy (PharmD) curricula in US colleges and schools of pharmacy. METHODS: A survey instrument that used IOM language to define each of the recommended competencies (patient-centered care, interdisciplinary teaming, evidence-based practice, quality improvement, and informatics) was sent to 115 US colleges and schools of pharmacy. RESULTS: Evidence-based practice and patient-centered care were the most widely implemented of the 5 core competencies (in 87% and 84% of colleges and schools, respectively), while informatics, interdisciplinary teaming, and quality improvement were implemented to a lesser extent (at 36%, 34%, and 29% of colleges and schools, respectively). CONCLUSIONS: Significant progress has been made by colleges and schools of pharmacy for inclusion of IOM competencies relating to evidence-based practice and patient-centered care within curricula. However, the areas of informatics, interdisciplinary teaming, and quality improvement are lagging in inclusion.
Entities:
Keywords:
Institute of Medicine; competency; curriculum
Authors: Terri L Warholak; David A Holdford; Donna West; Danielle L DeBake; John P Bentley; Daniel C Malone; John E Murphy Journal: Am J Pharm Educ Date: 2011-09-10 Impact factor: 2.047
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