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