Sauve Jenna M, Dresser Linda D, Rocchi Marie A, So Miranda
Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario, Canada.
University Health Network, Toronto, Ontario, Canada.
Antimicrob Steward Healthc Epidemiol. 2023 May 3;3(1):e86. doi: 10.1017/ash.2023.155. eCollection 2023.
To describe the current landscape of antimicrobial stewardship (AMS) instruction in Canadian entry-to-practice pharmacy programs and the perceived barriers and facilitators to optimizing teaching and learning.
Electronic survey.
Faculty representatives from the 10 Canadian entry-to-practice pharmacy programs, including content experts and faculty leadership.
A review of international literature pertaining to AMS in pharmacy curricula informed a 24-item survey, which was open for completion from March to May of 2021. Curriculum content questions were developed using AMS topics recommended by pharmacy educators in the United States, and professional roles described by the Association of Faculties of Pharmacy of Canada.
All 10 Canadian faculties returned a completed survey. All programs reported teaching AMS principles in their core curricula. Content coverage varied, with programs teaching, on average, 68% of the recommended AMS topics from the United States. Potential gaps were identified within the professional roles of "communicator" and "collaborator." Didactic methods of content delivery and student assessment, such as lectures and multiple-choice questions, were most frequently used. Three programs offered additional AMS content in their elective curricula. Experiential rotations in AMS were commonly offered, though teaching AMS in formalized interprofessional settings was rare. Curricular time constraints were identified by all programs as a barrier to enhancing AMS instruction. A course to teach AMS, a curriculum framework, and prioritization by the faculty's curriculum committee were perceived as facilitators.
Our findings highlight potential gaps and areas of opportunity within Canadian pharmacy AMS instruction.
描述加拿大药学专业入门课程中抗菌药物管理（AMS）教学的现状，以及优化教学过程中所感知到的障碍和促进因素。
电子调查。
来自加拿大10个药学专业入门课程的教师代表，包括内容专家和教师领导。
对药学课程中与AMS相关的国际文献进行综述后设计了一份包含24个条目的调查问卷，该问卷于2021年3月至5月开放填写。课程内容问题是根据美国药学教育工作者推荐的AMS主题以及加拿大药学院协会描述的专业角色制定的。
加拿大所有10个学院都返回了完整的调查问卷。所有课程都报告在其核心课程中教授AMS原则。内容覆盖程度各不相同，各课程平均教授了美国推荐的AMS主题的68%。在“沟通者”和“协作者”的专业角色方面发现了潜在差距。最常使用的内容传授和学生评估的教学方法，如讲座和多项选择题。有三个课程在其选修课程中提供了额外的AMS内容。AMS的实践轮转课程普遍开设，但在正式的跨专业环境中教授AMS的情况很少见。所有课程都将课程时间限制视为加强AMS教学的障碍。教授AMS的课程、课程框架以及教师课程委员会的优先级排序被视为促进因素。
我们的研究结果突出了加拿大药学AMS教学中潜在的差距和机会领域。
