Pharmacy informatics syllabi in doctor of pharmacy programs in the US.
OBJECTIVE
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.
Fox
Brent I
BI
Dunn School of Pharmacy, Shenandoah University, USA. foxbren@auburn.edu
Karcher
Rachel Bongiorno
RB
Flynn
Allen
A
Mitchell
Sandi
S
D000068:Accreditation; D003479:Curriculum / Q000592:standards; D004514:Education, Pharmacy, Graduate / Q000592:standards; D019983:Guideline Adherence; D017408:Guidelines as Topic; D006801:Humans; D008490:Medical Informatics / Q000592:standards; D010593:Pharmaceutical Services / Q000592:standards; D018794:Problem-Based Learning; D011795:Surveys and Questionnaires; D014481:United States