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 Ferris State University, Diplomat Specialty Pharmacy, 4100 S. Saginaw Street Flint, MI 48507
  • Connie A. Valente Ferris State University, 6901 N 72nd Street, Omaha, NE 68116
  • Jennifer K. Hagerman Ferris State University, Diplomat Specialty Pharmacy, 4100 S. Saginaw Street Flint, MI 48507
  • Donald G. Klepser University of Nebraska Medical Center, 986045 Nebraska Medical Center Omaha, NE 68198
  • Michael E. Klepser Ferris State University, 1000 Oakland Drive Kalamazoo, MI 49008


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


Background: Current technologies have led to additional point of care and rapid diagnostic tests (RDTs) to assist with medical 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 RDTs are variable, lacking standardization, and inadequate.


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Research Article