Geriatric pharmacology and pharmacotherapy education for health professionals and students: a systematic review
WHAT IS ALREADY KNOWN ABOUT THIS SUBJECT • The rate of medication errors is high, and these errors can cause adverse drug reactions. Elderly individuals are most vulnerable to adverse drug reactions. • One cause of medication errors is the lack of drug knowledge on the part of different health profe...
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| Veröffentlicht in: | British journal of clinical pharmacology 2012-11, Vol.74 (5), p.762-773 |
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| creator | Keijsers, Carolina J. P. W. van Hensbergen, Larissa Jacobs, Lotte Brouwers, Jacobus R. B. J. de Wildt, Dick J. ten Cate, Olle Th. J. Jansen, Paul A. F. |
| description | WHAT IS ALREADY KNOWN ABOUT THIS SUBJECT
• The rate of medication errors is high, and these errors can cause adverse drug reactions. Elderly individuals are most vulnerable to adverse drug reactions.
• One cause of medication errors is the lack of drug knowledge on the part of different health professionals.
• Medical curricula have changed in recent years, resulting in less education in the basic sciences, such as pharmacology.
WHAT THIS STUDY ADDS
• Our study shows that little curricular time is devoted to geriatric pharmacology and that educational programmes in geriatric pharmacology have not been thoroughly evaluated.
• While interest in pharmacology education has increased recently, this is not the case for geriatric pharmacology education.
• Education on geriatric pharmacology should have more attention in the curricula of health professionals, given the often complex pharmacotherapy in elderly patients.
• Educational topics should be related to the known risk factors of medication errors, such as polypharmacy, dose adjustments in organ dysfunction and psychopharmacotherapeutics.
AIMS Given the reported high rates of medication errors, especially in elderly patients, we hypothesized that current curricula do not devote enough time to the teaching of geriatric pharmacology. This review explores the quantity and nature of geriatric pharmacology education in undergraduate and postgraduate curricula for health professionals.
METHODS Pubmed, Embase and PsycINFO databases were searched (from 1 January 2000 to 11 January 2011), using the terms ‘pharmacology’ and ‘education’ in combination. Articles describing content or evaluation of pharmacology education for health professionals were included. Education in general and geriatric pharmacology was compared.
RESULTS Articles on general pharmacology education (252) and geriatric pharmacology education (39) were included. The number of publications on education in general pharmacology, but not geriatric pharmacology, has increased over the last 10 years. Articles on undergraduate and postgraduate education for 12 different health disciplines were identified. A median of 24 h (from 15 min to 4956 h) devoted to pharmacology education and 2 h (1–935 h) devoted to geriatric pharmacology were reported. Of the articles on education in geriatric pharmacology, 61.5% evaluated the teaching provided, mostly student satisfaction with the course. The strength of findings was low. Similar educational interventions were not |
| doi_str_mv | 10.1111/j.1365-2125.2012.04268.x |
| format | Article |
| fullrecord | <record><control><sourceid>wiley_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_3495141</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>BCP4268</sourcerecordid><originalsourceid>FETCH-LOGICAL-c5048-8138bc4a7635a0ae978996749bd51530c51112894ccbf3b907fd4a7357d7e9503</originalsourceid><addsrcrecordid>eNqNkU9v1DAQxS0EokvhKyBfOCb4fxwkkOgK2kqV4ABna-I4jVfZOLKzbfPtcbplgRu-2Jr5vefRG4QwJSXN5_2upFzJglEmS0YoK4lgSpcPz9Dm1HiONoQTVUgm6Rl6ldKOEMqpki_RGWOCKs3ZBoVLFz3M0Vs89RD3YMMQbhcMY3sqzL2LMC3YtQcLsw8j7kLEvYNh7vEUQ-dSylUY0qMszYfWjXP6gAGnJc1un0UWR3fn3f1r9KLLoHvzdJ-jn1-__NheFTffLq-3n28KK4nQhaZcN1ZApbgEAq6udF2rStRNK6nkxMocA9O1sLbpeFOTqmszzWXVVq6WhJ-jT0ff6dDsXWvzQBEGM0W_h7iYAN782xl9b27DneGillTQbKCPBjaGlKLrTlpKzLoEszNr1mbN2qxLMI9LMA9Z-vbvv0_C36ln4N0TAMnC0EUYrU9_OCVUVWmeuY9H7t4PbvnvAczF9vv64r8AQa6lvw</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Geriatric pharmacology and pharmacotherapy education for health professionals and students: a systematic review</title><source>MEDLINE</source><source>Wiley Free Content</source><source>EZB-FREE-00999 freely available EZB journals</source><source>Wiley Online Library All Journals</source><source>Alma/SFX Local Collection</source><creator>Keijsers, Carolina J. P. W. ; van Hensbergen, Larissa ; Jacobs, Lotte ; Brouwers, Jacobus R. B. J. ; de Wildt, Dick J. ; ten Cate, Olle Th. J. ; Jansen, Paul A. F.</creator><creatorcontrib>Keijsers, Carolina J. P. W. ; van Hensbergen, Larissa ; Jacobs, Lotte ; Brouwers, Jacobus R. B. J. ; de Wildt, Dick J. ; ten Cate, Olle Th. J. ; Jansen, Paul A. F.</creatorcontrib><description>WHAT IS ALREADY KNOWN ABOUT THIS SUBJECT
• The rate of medication errors is high, and these errors can cause adverse drug reactions. Elderly individuals are most vulnerable to adverse drug reactions.
• One cause of medication errors is the lack of drug knowledge on the part of different health professionals.
• Medical curricula have changed in recent years, resulting in less education in the basic sciences, such as pharmacology.
WHAT THIS STUDY ADDS
• Our study shows that little curricular time is devoted to geriatric pharmacology and that educational programmes in geriatric pharmacology have not been thoroughly evaluated.
• While interest in pharmacology education has increased recently, this is not the case for geriatric pharmacology education.
• Education on geriatric pharmacology should have more attention in the curricula of health professionals, given the often complex pharmacotherapy in elderly patients.
• Educational topics should be related to the known risk factors of medication errors, such as polypharmacy, dose adjustments in organ dysfunction and psychopharmacotherapeutics.
AIMS Given the reported high rates of medication errors, especially in elderly patients, we hypothesized that current curricula do not devote enough time to the teaching of geriatric pharmacology. This review explores the quantity and nature of geriatric pharmacology education in undergraduate and postgraduate curricula for health professionals.
METHODS Pubmed, Embase and PsycINFO databases were searched (from 1 January 2000 to 11 January 2011), using the terms ‘pharmacology’ and ‘education’ in combination. Articles describing content or evaluation of pharmacology education for health professionals were included. Education in general and geriatric pharmacology was compared.
RESULTS Articles on general pharmacology education (252) and geriatric pharmacology education (39) were included. The number of publications on education in general pharmacology, but not geriatric pharmacology, has increased over the last 10 years. Articles on undergraduate and postgraduate education for 12 different health disciplines were identified. A median of 24 h (from 15 min to 4956 h) devoted to pharmacology education and 2 h (1–935 h) devoted to geriatric pharmacology were reported. Of the articles on education in geriatric pharmacology, 61.5% evaluated the teaching provided, mostly student satisfaction with the course. The strength of findings was low. Similar educational interventions were not identified, and evaluation studies were not replicated.
CONCLUSIONS Recently, interest in pharmacology education has increased, possibly because of the high rate of medication errors and the recognized importance of evidence‐based medical education. Nevertheless, courses on geriatric pharmacology have not been evaluated thoroughly and none can be recommended for use in training programmes. Suggestions for improvements in education in general and geriatric pharmacology are given.</description><identifier>ISSN: 0306-5251</identifier><identifier>EISSN: 1365-2125</identifier><identifier>DOI: 10.1111/j.1365-2125.2012.04268.x</identifier><identifier>PMID: 22416832</identifier><identifier>CODEN: BCPHBM</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Biological and medical sciences ; Curriculum ; Drug-Related Side Effects and Adverse Reactions ; Education, Graduate - methods ; Education, Professional - methods ; geriatrics ; Geriatrics - education ; Health Personnel - education ; Humans ; medical education ; Medical sciences ; Medication Errors - prevention & control ; Pharmaceutical Preparations - administration & dosage ; pharmacology ; Pharmacology - education ; Pharmacology. Drug treatments ; pharmacotherapy ; postgraduate ; Reviews ; Risk Factors ; undergraduate</subject><ispartof>British journal of clinical pharmacology, 2012-11, Vol.74 (5), p.762-773</ispartof><rights>2012 The Authors. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society</rights><rights>2015 INIST-CNRS</rights><rights>2012 The Authors. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society.</rights><rights>Copyright © 2012 The British Pharmacological Society 2012</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5048-8138bc4a7635a0ae978996749bd51530c51112894ccbf3b907fd4a7357d7e9503</citedby><cites>FETCH-LOGICAL-c5048-8138bc4a7635a0ae978996749bd51530c51112894ccbf3b907fd4a7357d7e9503</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fj.1365-2125.2012.04268.x$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fj.1365-2125.2012.04268.x$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>230,314,780,784,885,1417,1433,27924,27925,45574,45575,46409,46833</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=26467783$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/22416832$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Keijsers, Carolina J. P. W.</creatorcontrib><creatorcontrib>van Hensbergen, Larissa</creatorcontrib><creatorcontrib>Jacobs, Lotte</creatorcontrib><creatorcontrib>Brouwers, Jacobus R. B. J.</creatorcontrib><creatorcontrib>de Wildt, Dick J.</creatorcontrib><creatorcontrib>ten Cate, Olle Th. J.</creatorcontrib><creatorcontrib>Jansen, Paul A. F.</creatorcontrib><title>Geriatric pharmacology and pharmacotherapy education for health professionals and students: a systematic review</title><title>British journal of clinical pharmacology</title><addtitle>Br J Clin Pharmacol</addtitle><description>WHAT IS ALREADY KNOWN ABOUT THIS SUBJECT
• The rate of medication errors is high, and these errors can cause adverse drug reactions. Elderly individuals are most vulnerable to adverse drug reactions.
• One cause of medication errors is the lack of drug knowledge on the part of different health professionals.
• Medical curricula have changed in recent years, resulting in less education in the basic sciences, such as pharmacology.
WHAT THIS STUDY ADDS
• Our study shows that little curricular time is devoted to geriatric pharmacology and that educational programmes in geriatric pharmacology have not been thoroughly evaluated.
• While interest in pharmacology education has increased recently, this is not the case for geriatric pharmacology education.
• Education on geriatric pharmacology should have more attention in the curricula of health professionals, given the often complex pharmacotherapy in elderly patients.
• Educational topics should be related to the known risk factors of medication errors, such as polypharmacy, dose adjustments in organ dysfunction and psychopharmacotherapeutics.
AIMS Given the reported high rates of medication errors, especially in elderly patients, we hypothesized that current curricula do not devote enough time to the teaching of geriatric pharmacology. This review explores the quantity and nature of geriatric pharmacology education in undergraduate and postgraduate curricula for health professionals.
METHODS Pubmed, Embase and PsycINFO databases were searched (from 1 January 2000 to 11 January 2011), using the terms ‘pharmacology’ and ‘education’ in combination. Articles describing content or evaluation of pharmacology education for health professionals were included. Education in general and geriatric pharmacology was compared.
RESULTS Articles on general pharmacology education (252) and geriatric pharmacology education (39) were included. The number of publications on education in general pharmacology, but not geriatric pharmacology, has increased over the last 10 years. Articles on undergraduate and postgraduate education for 12 different health disciplines were identified. A median of 24 h (from 15 min to 4956 h) devoted to pharmacology education and 2 h (1–935 h) devoted to geriatric pharmacology were reported. Of the articles on education in geriatric pharmacology, 61.5% evaluated the teaching provided, mostly student satisfaction with the course. The strength of findings was low. Similar educational interventions were not identified, and evaluation studies were not replicated.
CONCLUSIONS Recently, interest in pharmacology education has increased, possibly because of the high rate of medication errors and the recognized importance of evidence‐based medical education. Nevertheless, courses on geriatric pharmacology have not been evaluated thoroughly and none can be recommended for use in training programmes. Suggestions for improvements in education in general and geriatric pharmacology are given.</description><subject>Biological and medical sciences</subject><subject>Curriculum</subject><subject>Drug-Related Side Effects and Adverse Reactions</subject><subject>Education, Graduate - methods</subject><subject>Education, Professional - methods</subject><subject>geriatrics</subject><subject>Geriatrics - education</subject><subject>Health Personnel - education</subject><subject>Humans</subject><subject>medical education</subject><subject>Medical sciences</subject><subject>Medication Errors - prevention & control</subject><subject>Pharmaceutical Preparations - administration & dosage</subject><subject>pharmacology</subject><subject>Pharmacology - education</subject><subject>Pharmacology. Drug treatments</subject><subject>pharmacotherapy</subject><subject>postgraduate</subject><subject>Reviews</subject><subject>Risk Factors</subject><subject>undergraduate</subject><issn>0306-5251</issn><issn>1365-2125</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqNkU9v1DAQxS0EokvhKyBfOCb4fxwkkOgK2kqV4ABna-I4jVfZOLKzbfPtcbplgRu-2Jr5vefRG4QwJSXN5_2upFzJglEmS0YoK4lgSpcPz9Dm1HiONoQTVUgm6Rl6ldKOEMqpki_RGWOCKs3ZBoVLFz3M0Vs89RD3YMMQbhcMY3sqzL2LMC3YtQcLsw8j7kLEvYNh7vEUQ-dSylUY0qMszYfWjXP6gAGnJc1un0UWR3fn3f1r9KLLoHvzdJ-jn1-__NheFTffLq-3n28KK4nQhaZcN1ZApbgEAq6udF2rStRNK6nkxMocA9O1sLbpeFOTqmszzWXVVq6WhJ-jT0ff6dDsXWvzQBEGM0W_h7iYAN782xl9b27DneGillTQbKCPBjaGlKLrTlpKzLoEszNr1mbN2qxLMI9LMA9Z-vbvv0_C36ln4N0TAMnC0EUYrU9_OCVUVWmeuY9H7t4PbvnvAczF9vv64r8AQa6lvw</recordid><startdate>201211</startdate><enddate>201211</enddate><creator>Keijsers, Carolina J. P. W.</creator><creator>van Hensbergen, Larissa</creator><creator>Jacobs, Lotte</creator><creator>Brouwers, Jacobus R. B. J.</creator><creator>de Wildt, Dick J.</creator><creator>ten Cate, Olle Th. J.</creator><creator>Jansen, Paul A. F.</creator><general>Blackwell Publishing Ltd</general><general>Blackwell</general><general>Blackwell Science Inc</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>5PM</scope></search><sort><creationdate>201211</creationdate><title>Geriatric pharmacology and pharmacotherapy education for health professionals and students: a systematic review</title><author>Keijsers, Carolina J. P. W. ; van Hensbergen, Larissa ; Jacobs, Lotte ; Brouwers, Jacobus R. B. J. ; de Wildt, Dick J. ; ten Cate, Olle Th. J. ; Jansen, Paul A. F.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5048-8138bc4a7635a0ae978996749bd51530c51112894ccbf3b907fd4a7357d7e9503</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Biological and medical sciences</topic><topic>Curriculum</topic><topic>Drug-Related Side Effects and Adverse Reactions</topic><topic>Education, Graduate - methods</topic><topic>Education, Professional - methods</topic><topic>geriatrics</topic><topic>Geriatrics - education</topic><topic>Health Personnel - education</topic><topic>Humans</topic><topic>medical education</topic><topic>Medical sciences</topic><topic>Medication Errors - prevention & control</topic><topic>Pharmaceutical Preparations - administration & dosage</topic><topic>pharmacology</topic><topic>Pharmacology - education</topic><topic>Pharmacology. Drug treatments</topic><topic>pharmacotherapy</topic><topic>postgraduate</topic><topic>Reviews</topic><topic>Risk Factors</topic><topic>undergraduate</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Keijsers, Carolina J. P. W.</creatorcontrib><creatorcontrib>van Hensbergen, Larissa</creatorcontrib><creatorcontrib>Jacobs, Lotte</creatorcontrib><creatorcontrib>Brouwers, Jacobus R. B. J.</creatorcontrib><creatorcontrib>de Wildt, Dick J.</creatorcontrib><creatorcontrib>ten Cate, Olle Th. J.</creatorcontrib><creatorcontrib>Jansen, Paul A. F.</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>British journal of clinical pharmacology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Keijsers, Carolina J. P. W.</au><au>van Hensbergen, Larissa</au><au>Jacobs, Lotte</au><au>Brouwers, Jacobus R. B. J.</au><au>de Wildt, Dick J.</au><au>ten Cate, Olle Th. J.</au><au>Jansen, Paul A. F.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Geriatric pharmacology and pharmacotherapy education for health professionals and students: a systematic review</atitle><jtitle>British journal of clinical pharmacology</jtitle><addtitle>Br J Clin Pharmacol</addtitle><date>2012-11</date><risdate>2012</risdate><volume>74</volume><issue>5</issue><spage>762</spage><epage>773</epage><pages>762-773</pages><issn>0306-5251</issn><eissn>1365-2125</eissn><coden>BCPHBM</coden><abstract>WHAT IS ALREADY KNOWN ABOUT THIS SUBJECT
• The rate of medication errors is high, and these errors can cause adverse drug reactions. Elderly individuals are most vulnerable to adverse drug reactions.
• One cause of medication errors is the lack of drug knowledge on the part of different health professionals.
• Medical curricula have changed in recent years, resulting in less education in the basic sciences, such as pharmacology.
WHAT THIS STUDY ADDS
• Our study shows that little curricular time is devoted to geriatric pharmacology and that educational programmes in geriatric pharmacology have not been thoroughly evaluated.
• While interest in pharmacology education has increased recently, this is not the case for geriatric pharmacology education.
• Education on geriatric pharmacology should have more attention in the curricula of health professionals, given the often complex pharmacotherapy in elderly patients.
• Educational topics should be related to the known risk factors of medication errors, such as polypharmacy, dose adjustments in organ dysfunction and psychopharmacotherapeutics.
AIMS Given the reported high rates of medication errors, especially in elderly patients, we hypothesized that current curricula do not devote enough time to the teaching of geriatric pharmacology. This review explores the quantity and nature of geriatric pharmacology education in undergraduate and postgraduate curricula for health professionals.
METHODS Pubmed, Embase and PsycINFO databases were searched (from 1 January 2000 to 11 January 2011), using the terms ‘pharmacology’ and ‘education’ in combination. Articles describing content or evaluation of pharmacology education for health professionals were included. Education in general and geriatric pharmacology was compared.
RESULTS Articles on general pharmacology education (252) and geriatric pharmacology education (39) were included. The number of publications on education in general pharmacology, but not geriatric pharmacology, has increased over the last 10 years. Articles on undergraduate and postgraduate education for 12 different health disciplines were identified. A median of 24 h (from 15 min to 4956 h) devoted to pharmacology education and 2 h (1–935 h) devoted to geriatric pharmacology were reported. Of the articles on education in geriatric pharmacology, 61.5% evaluated the teaching provided, mostly student satisfaction with the course. The strength of findings was low. Similar educational interventions were not identified, and evaluation studies were not replicated.
CONCLUSIONS Recently, interest in pharmacology education has increased, possibly because of the high rate of medication errors and the recognized importance of evidence‐based medical education. Nevertheless, courses on geriatric pharmacology have not been evaluated thoroughly and none can be recommended for use in training programmes. Suggestions for improvements in education in general and geriatric pharmacology are given.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>22416832</pmid><doi>10.1111/j.1365-2125.2012.04268.x</doi><tpages>12</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | British journal of clinical pharmacology, 2012-11, Vol.74 (5), p.762-773 |
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| source | MEDLINE; Wiley Free Content; EZB-FREE-00999 freely available EZB journals; Wiley Online Library All Journals; Alma/SFX Local Collection |
| subjects | Biological and medical sciences Curriculum Drug-Related Side Effects and Adverse Reactions Education, Graduate - methods Education, Professional - methods geriatrics Geriatrics - education Health Personnel - education Humans medical education Medical sciences Medication Errors - prevention & control Pharmaceutical Preparations - administration & dosage pharmacology Pharmacology - education Pharmacology. Drug treatments pharmacotherapy postgraduate Reviews Risk Factors undergraduate |
| title | Geriatric pharmacology and pharmacotherapy education for health professionals and students: a systematic review |
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