A Longitudinal Pharmacotherapy Curriculum in Family Medicine Residency Education

Abstract Introduction Pharmacotherapy is often not independently addressed in residency curricula, but multiple systemic changes have increased the importance of directed education in these areas. Under the guidance of a faculty pharmacist, we developed a comprehensive, 36-month, ACGME-aligned curriculum for a family medicine resident pharmacotherapy elective. Methods This publication includes a curricular overview, a sample topic calendar, a competency evaluation tool, and a Jeopardy-style pharmacotherapy review game (Stumpers). The content is delivered through a diversity of interactive teaching methods including didactic and active learning by a variety of internal specialists, including a faculty pharmacist. Results The effectiveness of this program is demonstrated through the daily occurrence of drug information questions, clinical inquiries during point-of-care precepting, and separate requests that have increased with each year of this pharmacotherapy curriculum. Through this program residents are exposed to a wider variety of drug therapy and therapy specific issues as evidenced by pre-/posttests and participation in interactive gaming as a posttest. Lastly, resident participation in the pharmacotherapy elective has quadrupled since initiation, suggesting an increased appreciation for the importance of this area and the quality of the curriculum overall. Discussion This program fosters the development of interdisciplinary care and communication skills as evidenced by the increase time devoted to interaction with pharmacy personnel, including observed increased comfort during interactions with pharmaceutical industry representatives. Residents seem to have an innate interest in solidifying their pharmacotherapy knowledge, and require comprehensive drug-oriented (in complement with disease-oriented) training to critically apply the principles to make therapeutic decisions. Repeated exposure to all products available within a class of agents helps the residents differentiate available therapy and incorporate new therapy into their toolbox. As resident knowledge increases, so does their breadth and depth of inquiry on pharmacotherapy topics and therefor the value of the curriculum increases with time and exposure to it. The faculty member responsible for the curriculum needs to have designated time to establish professional and trusting relationships with the faculty, residents, staff, and patients, as well as the ability to keep the curriculum evidence-based and up-to-date with new therapies