Drug Information: From Education to Practice

Abstract

Drug information is a specialty area within the realm of clinical pharmacy that has evolved as technology and clinical practice have changed. Drug information specialists are trained individuals who have clinical knowledge and skills that allow them to provide clear, concise, and accurate recommendations regarding drug use. The constant changing culture of drug information and health care in general has prompted the need for continual growth and refinement of the standards that govern drug information practice. This article outlines specific standards to help ensure that the education and practice of drug information will continue to meet the needs of the health care community. This opinion paper is divided into two sections: Education and Training, and Practice Areas. The Education and Training section is organized to describe the role of drug information and that of the drug information specialist in the training of all pharmacy students and advanced trainees, as well as to describe the role of focused training for those individuals wishing to specialize in drug information. This article also affirms the recommendations for the standards-based approach to drug information education and specialty training. The Practice Areas section is organized to describe the role of the drug information specialist within various practice settings, to identify some of the challenges faced by the drug information specialist within those settings, and to provide recommendations for the different practice areas. The areas found within this section include academia, institutional health systems, managed care, industry, medical writing, and informatics.

Curriculum and Instructional Methods for Drug Information, Literature Evaluation, and Biostatistics: Survey of US Pharmacy Schools

“…1,7 Although published before the ACCP DI PRN's opinion paper, 2 contemporary surveys regarding the provision of drug information education were consulted to ensure that all aspects of drug information were represented. 5,6 In addition, the investigators reviewed syllabi from other institutions to ensure that curricula other than those of the investigators' programs were considered.…”

Implementation and Evaluation of Near-Peer Facilitated Journal Club Activities in a Required MLE Course Series

“…1 It is critical for all Doctor of Pharmacy graduates to have DI and literature evaluation skills so they can build clinical knowledge and practice evidence-based medicine. 2 In addition to the desire to develop practitioners to serve patients and the health care team, the Accreditation Council for Pharmacy Education (ACPE) has standards to meet these requirements, including standards related to literature evaluation. 3 These standards reaffirm the importance and relevance of these skills for practicing pharmacists.…”

“…2,[4][5][6][7][8][9] In a 2016 study that examined how medical literature evaluation (MLE) is taught, journal club was the most common active learning method at 68%, which is more than double the rate from a 2006 study. 5,7 Common, however, does not translate into frequent, as the most common frequency of journal club activities reported was only one or two per course.…”

Medical Literature Evaluation Education at US Schools of Pharmacy

“…3 Medical literature evaluation skills components are included in several drug information education core concepts defined by the American College of Clinical Pharmacy (ACCP) Drug Information Practice and Research Network: critically evaluating medical information, distinguishing statistical vs clinical significance, and summarizing basic biostatistics and research design. 4 Medical literature evaluation (MLE) can be defined as reading, comprehending, summarizing, and critiquing the medical literature. Most pharmacy professional organizations consider competence an essential entry-level skill.…”