Caruso Kelsea, Griffin Brooke, Vest Kathleen, Harpe Spencer E
Midwestern University Chicago College of Pharmacy.
Innov Pharm. 2018 Apr 20;9(2):1-6. doi: 10.24926/iip.v9i2.938. eCollection 2018.
Clinical presentation and treatment in many disease states vary due to sex- and gender-differences. Sex-related pharmacokinetic differences are particularly important for pharmacists. The Accreditation Council for Pharmacy Education (ACPE) currently has no standard for the inclusion of gender- and sex-related differences in the didactic PharmD curriculum, but encourages advanced pharmacy practice experiences (APPEs) to include diverse populations related to gender. The purpose of this survey is to explore faculty incorporation of gender and sex differences within the PharmD didactic curriculum in preparation for a nation-wide survey.
A survey was created to determine how many clinical topics incorporated gender- and sex-related differences and to what extent this information was discussed in the classroom. The survey link was emailed to pharmacotherapeutics and pharmacokinetics faculty at Midwestern University Chicago College of Pharmacy, University of Illinois at Chicago, Roosevelt University, Rosalind Franklin University, and Chicago State University. Chi square analyses were performed to examine relationships across participant responses.
A total of 56 faculty members participated in the survey, resulting in a 20% response rate. Of these, 30 (54.5%) faculty indicated that they discussed gender- and sex-related differences in the subject area in which they teach. Approximately 33% of respondents found gender- and sex-related differences very clinically important. Gender- and sex- related differences were taught in a variety of subject areas, including cardiology, diabetes, and chronic obstructive pulmonary disease (COPD).
With no current standard, faculty members independently choose to include gender- and sex-related differences in their lecture topics and the extent of the discussion. Faculty should be aware of this lack of standardization and that they are independently responsible for including gender- and sex-related differences in their particular topics. Because the surveyed faculty find gender- and sex-related differences clinically important and literature suggests differences in medications depending on gender and sex, further research is planned to provide insight on a national level.
由于性别差异，许多疾病状态下的临床表现和治疗方法各不相同。与性别相关的药代动力学差异对药剂师尤为重要。药学教育认证委员会（ACPE）目前在药学博士（PharmD）教学课程中没有纳入与性别相关差异的标准，但鼓励高级药学实践经验（APPEs）纳入与性别相关的不同人群。本次调查的目的是探索药学博士教学课程中教师对性别差异的纳入情况，为全国性调查做准备。
设计了一项调查，以确定有多少临床主题纳入了与性别相关的差异，以及在课堂上对这些信息的讨论程度。调查链接通过电子邮件发送给了中西部大学芝加哥药学院、伊利诺伊大学芝加哥分校、罗斯福大学、罗莎琳德·富兰克林大学和芝加哥州立大学的药物治疗学和药代动力学教师。进行卡方分析以检验参与者回答之间的关系。
共有56名教师参与了调查，回复率为20%。其中，30名（54.5%）教师表示他们在自己授课的学科领域讨论了与性别相关的差异。约33%的受访者认为与性别相关的差异在临床上非常重要。与性别相关的差异在包括心脏病学、糖尿病和慢性阻塞性肺疾病（COPD）等多种学科领域中讲授。
由于目前没有标准，教师自主选择在讲座主题中纳入与性别相关的差异以及讨论的程度。教师应意识到这种缺乏标准化的情况，并且他们要独立负责在自己特定的主题中纳入与性别相关的差异。由于接受调查的教师认为与性别相关的差异在临床上很重要，且文献表明药物存在性别差异，因此计划进行进一步研究，以在全国范围内提供见解。
