(275) Finding our North Star: Key Competencies for Drug Information and Evidence-Based Practice in Curricula

Primary Author(s)

Jason W. Guy, Pharm.D.

Associate Professor of Pharmacy Practice
University of Findlay
Findlay, Ohio, United States

Co-Author(s)

Heather Kehr, PharmD, BCPS

Associate Professor of Pharmacy
Wingate University, United States
Juanita A. Draime, PharmD (she/her/hers)

Associate Professor of Pharmacy Practice
Cedarville University
Cedarville, Ohio, United States
Christopher S. Wisniewski, Pharm.D. (he/him/his)

Professor of Clinical Pharmacy and Outcomes Sciences
Medical University of South Carolina
Charleston, South Carolina, United States

Objective : To develop recommended competencies for drug information (DI) and evidence-based practice in pharmacy curricula to ensure students achieve reactive supervision competency upon graduation.

Methods: A search was conducted to identify literature on previously documented competencies and standards in DI and library sciences (DILS). Information from the review was analyzed and major themes were identified.

A survey was developed based on the themes identified and evaluated assessment strategies, teaching barriers, and reactive supervision competency. This survey was shared with members of the DILS section in AACP as well as the American College of Clinical Pharmacy and Medical Library Association. Themes that were reported as taught at ≥ 75% of the responding institutions were determined to be core domains. These core domains were used to develop a list of competencies.

Results: Fifty-nine institutions completed the survey with 78% having a member in the DILS section.

The following competencies met the required 75% survey threshold: Research Design, Biostatistics, Evidence Based Medicine, Literature Evaluations, Medical Communication, ADRs, Medication Errors, Drug Toxicity, Retrieving DI, Formulary Management, Drug Development Approval Process, Informatics. The following topics did not meet the required 75% threshold: Quality Improvement and Managing Drug Shortages.

Exams and quizzes were the most frequent method of assessment (ranging from 14-50%) with various application-based projects being the second most common. The most common barrier for not teaching a particular topic was time.

Conclusions: Ten domain areas were identified as key standards for the DILS section of AACP with 8 domains necessitating reactive supervision competency prior to graduation. Exams and quizzes were the most common assessment used. There may be potential for an increase in application-based projects to demonstrate competency in the future.