HOME HELP CONTACT US FEEDBACK SUBSCRIPTIONS CURRENT ISSUE PAST ISSUES SEARCH		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Résumé Full Text Full Text (PDF) Rapid Responses: Submit a response Alert me when this article is cited Alert me when Rapid Responses are posted Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Bajcar, J. Articles by Iglar, K. Search for Related Content PubMed PubMed Citation Articles by Bajcar, J. Articles by Iglar, K.

Teaching pharmacotherapeutics to family medicine residents

A curriculum

Natalie Kennie, PharmD
Primary care pharmacist affiliated with the Department of Family and Community Medicine at St Michael’s Hospital in Toronto, Ont, and an Assistant Professor in the Leslie Dan Faculty of Pharmacy at the University of Toronto

Karl Iglar, MD CCFP FCFP
Assistant Professor in the Department of Family and Community Medicine at the University of Toronto. He is a staff physician and, at the time of writing this article, he was the Residency Program director in the Department of Family and Community Medicine at St Michael’s Hospital

Correspondence to: Dr Jana Bajcar, University of Toronto, Leslie Dan Faculty of Pharmacy, 144 College St, Toronto, ON M5S 2S2; telephone 416 978-4241; fax 416 978-8511; e-mailjana.bajcar{at}utoronto.ca

PROBLEM BEING ADDRESSED Medication prescribing is becoming increasingly complex, and the need for formal curricula in pharmacotherapeutics and medication prescribing in accredited family medicine residency programs has been advocated.

OBJECTIVE OF PROGRAM The main objective of the pharmacotherapeutic curriculum is to support the development of family medicine residents’ pharmacotherapeutic knowledge and medication prescribing skills required for rational prescribing.

PROGRAM DESCRIPTION The curriculum has 4 main components: 1) a medication prescribing framework based on the main tasks and key decisions related to the prescribing of medications, 2) 12 pharmacotherapeutic topics identified in the needs assessment, 3) a 5-step process for session design used by the curriculum development team, and 4) a description of specific roles of facilitators involved in delivering the curriculum. Formative evaluation of the curriculum using resident focus groups has helped to inform the further development of its components.

CONCLUSION A formalized curriculum was created to build knowledge of pharmacotherapeutics and effective medication prescribing skills, which are necessary for the current complex environment of patient care and medication management.

This article has been cited by other articles:

				J. L. Buur Pre-clinical Pharmacology Training in a Student-Centered Veterinary Curriculum J Vet Med Educ, September 1, 2009; 36(3): 260 - 270. [Abstract] [Full Text] [PDF]