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Can Fam Physician
Vol. 54, No. 4, April 2008, pp.549 - 549.e6
Copyright © 2008 by The College of Family Physicians of Canada
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Print Short, Web long*

Teaching pharmacotherapeutics to family medicine residents

A curriculum

Jana Bajcar, MScPhm EdD
Natalie Kennie, PharmD
Karl Iglar, MD CCFP FCFP
Healthcare Educator and an Associate Professor in the Leslie Dan Faculty of Pharmacy and the Department of Family and Community Medicine in the Faculty of Medicine at the University of Toronto in Ontario

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

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

PROBLÈME À L’ÉTUDE Prescrire des médicaments est une tâche de plus en plus complexe, et on a suggéré d’inclure un cours formel en pharmacothérapie et prescription de médicaments dans les programmes de médecine familiale accrédités.

OBJECTIF DU PROGRAMME Le principal objectif du cours en pharmacothérapie est d’aider les résidents en médecine familiale à mieux connaître la pharmacothérapie et à acquérir la compétence qu’exige une prescription médicamenteuse rationnelle.

DESCRIPTION DU PROGRAMME Le cours comporte 4 éléments principaux: 1) un guide de la prescription médicamenteuse portant sur les principales tâches et décisions associées à la prescription médicamenteuse, 2) 12 sujets de pharmacothérapie identifiés lors d’une évaluation des besoins, 3) un processus en 5 étapes à l’intention de l’équipe chargée d’établir le plan du cours, et 4) une description des rôles spécifiques des animateurs chargés de diriger le cours. Une évaluation formative du cours à l’aide de groupes de discussion formés de résidents a fourni des renseignement permettant d’en améliorer les composantes.

CONCLUSION On a créé un cours formel pour améliorer les connaissances en pharmacothérapie et la capacité de prescrire qu’exige le contexte actuel des soins au malade et de l’utilisation des médicaments.




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This Article
Right arrow Abstract Freely available
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Services
Right arrow Email this article to a friend
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Citing Articles
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Google Scholar
Right arrow Articles by Bajcar, J.
Right arrow Articles by Iglar, K.
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PubMed
Right arrow PubMed Citation
Right arrow Articles by Bajcar, J.
Right arrow Articles by Iglar, K.

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Copyright © 2008 by The College of Family Physicians of Canada.