Curriculum in Pharmacogenetics and Pharmacogenomics in the Colleges and Schools of Pharmacy in the United States

Abstract

This study was partially funded by the Centers for Disease Control Grant No. 1U38GD000070 OBJECTIVES The purpose of this study was to assess the level of pharmacogenetics and pharmacogenomics instruction and of faculty and curriculum development in schools and colleges of pharmacy (here after colleges of pharmacy) in the United States based on the current AACP policy. METHODS: A revised questionnaire based on a previous study by Latif and McKay and 2008 House of Delegates of the American Association of Colleges of Pharmacy (AACP) was sent via email to 90 contacts identified by their respective deans at colleges of pharmacy in the United States. RESULTS: Of the 90 questionnaires sent, seventy-five (83.3% ) usable questionnaires were returned to the investigators. Coverages in the curriculum and its level of importance to the responder were assessed based on the guidelines outlined by AACP. Ninety-one percent of the colleges of pharmacy are currently including pharmacogenetics and pharmacogenomics at the PharmD level, a significant increase (p = 0.0134) from Latif and McKay, with the majority of the instruction as a required didactic course. Less than half (46.7%) of the colleges of pharmacy are planning to increase their course work of pharmacogenetic/pharmacogenomic over the next three years, at the same time as 54.7% have no plans to follow the AACP policy for faculty development. CONCLUSIONS: The genetic basis of disease core competency is being covered and considered important in pharmacogenetic/pharmacogenomic curriculum. Ethical, social and economic implications are also considered an equally important competency in this curriculum; however, it is not being adequately covered. Although pharmacogenetic/pharmacogenomic is currently in the curriculum, the majority of colleges of pharmacy are not adequately prepared to comply with the AACP policy regarding faculty development.