Mandatory medication content in the curricula of six healthcare personnel types with patient contact in Denmark
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Medication use is a complex process involving different types of healthcare personnel. This study investigated and compared mandatory medication content in the curricula of six types of healthcare personnel with patient contact. Using content analysis, three independent raters analysed the mandatory medication content for physicians, pharmacists, pharmaconomists, nurses, healthcare assistants, and support workers in the Capital Region of Denmark. Three dimensions were analysed: communication with patients about medication, medication use or pharmacology, and medication formulation and production. ECTS credits were totalled for courses analysed to have high or medium content, and inter-rater reliability was tested with Fleiss' kappa. The total mandatory medication content for pharmacists was 197.0 ECTS, physicians 136.0 ECTS, pharmaconomists 123.3 ECTS, nurses 52.0 ECTS, healthcare assistants 17.8 ECTS, and support workers 0.0 ECTS. Communication with patients about medication was included to the greatest extent in the educations of pharmaconomists (112.0 ECTS), pharmacists (37.5 ECTS) and physicians (25.0 ECTS). Knowledge about medication use and pharmacology was taught primarily to pharmacists (146.5 ECTS), physicians (123.6 ECTS) and pharmaconomists (89.8 ECTS), and to a lesser extent nurses (52.0 ECTS), healthcare assistants (17.8 ECTS) and support workers (0.0 ECTS). Medication formulation and production were taught only to pharmacists (93.0 ECTS) and pharmaconomists (25.1 ECTS). Mapping the basic competencies about medication taught to each of the six healthcare personnel types can lead to a better understanding of how they can complement each other in patient care. The study points to weaknesses in medication curriculum content for healthcare personnel with the most patient contact. This article is protected by copyright. All rights reserved.
|Journal||Basic & Clinical Pharmacology & Toxicology|
|Publication status||Published - 2019|