Assessment of the curricular content devoted to the application and interpretation of rapid diagnostic tests in colleges of pharmacy in the United States

Stephanie L. Freed, Connie A. Valente, Jennifer K. Hagerman, Donald G. Klepser, Michael E. Klepser

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

Background: Current technologies have led to additional point of care and rapid diagnostic tests (RDTs) to assist with medica l decision making. Aims: To quantify the extent and means by which content on use and interpretation of RDTs are included in the curriculum of colleges of pharmacy. Methods: An electronic survey about inclusion of RDT in curricula was developed and submitted to all colleges of pharmacy in the United States. Results: Content on RDTs was included in 93% of respondents' curriculum. Types of tests, time allotted to material, and means of assessment varied significantly among institutions. Only 24% of responding institutions included content on infectious diseases RDTs. Conclusion: Most responding colleges reported inclusion of material on RDTs in their curriculum. Curricular offerings on RDT s are variable, lacking standardization, and inadequate.

Original languageEnglish (US)
Pages (from-to)205-208
Number of pages4
JournalPharmacy Education
Volume11
Issue number1
StatePublished - 2011

Keywords

  • Colleges of pharmacy
  • Curriculum
  • Pharmacists
  • Pharmacy students
  • Rapid diagnostic tests

ASJC Scopus subject areas

  • Education
  • Pharmacy
  • Pharmaceutical Science

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