Bingham Jennifer M, Axon David R
Department of Pharmacy Practice & Science, University of Arizona R. Ken Coit College of Pharmacy, Tucson, AZ 85721, USA.
Center for Health Outcomes and Pharmacoeconomic Research, University of Arizona, Tucson, AZ 85721, USA.
Pharmacy (Basel). 2023 Jun 30;11(4):110. doi: 10.3390/pharmacy11040110.
(1) Background: The use of telehealth in the United States during the coronavirus disease 2019 pandemic was accelerated and there was a lack of telehealth training programs available to clinicians of all levels. At the onset of the pandemic, the American Association of Colleges of Pharmacy (AACP) had no educational outcomes or professional activity standards for the inclusion of telehealth in the didactic Doctor of Pharmacy curriculum. Yet, in November 2022, the AACP encouraged colleges of pharmacy to include digital health and telehealth. The purpose of this study was to assess faculty perceptions in preparation for a nation-wide survey regarding telehealth integration into pharmacy practice curricula. (2) Methods: An exploratory questionnaire was developed to describe faculty perceptions and opinions of telehealth integration into the pharmacy practice curriculum at a single college of pharmacy. The questionnaire was emailed to 76 faculty members over six weeks in Summer 2022. Data were summarized descriptively. (3) Results: A total of 18 faculty members completed the survey (24% response rate). The responding faculty were typically very aware (median = 4) of telehealth, its benefits, and barriers, and were very comfortable (median = 4) discussing telehealth communication, benefits of telehealth, and barriers of telehealth. Yet, they were less comfortable discussing telehealth applications (median = 2.5). The faculty had a positive perception of telehealth in general (mean = 8.1 ± 1.5), telehealth services (mean = 8.6 ± 1.6), and the incorporation of telehealth instruction into the pharmacy practice curriculum (mean = 7.7 ± 2.7). Most respondents (67%) could discuss telehealth in their course. Lack of time to teach (50%) was the most reported reason by those who did not have plans to incorporate telehealth instruction into their course. (5) Conclusions: This exploratory survey of faculty at one college of pharmacy indicated positive perceptions and opinions of telehealth integration into the Doctor of Pharmacy curriculum. Further efforts to incorporate telehealth into the curriculum at other pharmacy schools is warranted.
（1）背景：2019年冠状病毒病大流行期间，美国远程医疗的使用加速，各级临床医生都缺乏可用的远程医疗培训项目。在大流行开始时，美国药学院协会（AACP）没有将远程医疗纳入药学博士教学课程的教育成果或专业活动标准。然而，在2022年11月，AACP鼓励药学院纳入数字健康和远程医疗。本研究的目的是评估教师的看法，为全国范围内关于将远程医疗整合到药学实践课程中的调查做准备。（2）方法：编制了一份探索性问卷，以描述一所药学院教师对将远程医疗整合到药学实践课程中的看法和意见。2022年夏季，该问卷在六周内通过电子邮件发送给76名教师。数据进行了描述性总结。（3）结果：共有18名教师完成了调查（回复率为24%）。回复的教师通常非常了解（中位数 = 4）远程医疗、其益处和障碍，并且非常愿意（中位数 = 4）讨论远程医疗沟通、远程医疗的益处和障碍。然而，他们在讨论远程医疗应用方面不太愿意（中位数 = 2.5）。教师总体上对远程医疗（平均 = 8.1 ± 1.5）、远程医疗服务（平均 = 8.6 ± 1.6）以及将远程医疗教学纳入药学实践课程（平均 = 7.7 ± 2.7）持积极看法。大多数受访者（67%）可以在他们的课程中讨论远程医疗。没有计划将远程医疗教学纳入其课程的人报告最多的原因是缺乏教学时间（50%）。（5）结论：对一所药学院教师的这项探索性调查表明，教师对将远程医疗整合到药学博士课程中持积极看法和意见。有必要进一步努力将远程医疗纳入其他药学院的课程。
