An evaluation of didactic oncology curriculum coverage in U.S. schools of pharmacy

OBJECTIVE: As oncology pharmacotherapy continues to expand in complexity and scope, characterization of oncology-related didactic instruction is needed. This study sought to determine the breadth and depth of oncology topics taught in U.S. schools of pharmacy using the 2019 American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit. METHODS: An 18-item survey instrument was electronically distributed to faculty involved in didactic oncology instruction across 139 U.S. schools of pharmacy. Data collected included the structure of the curriculum, the format and curricular hours for oncology topics, classroom pedagogical techniques, and general perceptions of the strengths and challenges of the didactic oncology curriculum. RESULTS: Survey responses were received from 80 of 139 schools (58%). Didactic oncology curricula comprised a median of 36 h, with most occurring during students' final didactic year. Most instruction focused on pharmacotherapy, followed by pharmacology and pathophysiology. Approximately 53% of programs teach all tier one topics from the 2019 ACCP Toolkit. Among these topics, nausea and vomiting were the most frequently taught, whereas fatigue was the least frequently taught. Commonly covered tier-two topics included solid tumors and supportive care. Tier three topics were infrequently covered. Didactic instruction was predominantly lecture-based, with patient cases the most common active-learning strategy. CONCLUSION: Although faculty-reported oncology curriculum coverage generally aligns with the 2019 ACCP Toolkit, potential gaps remain in select tier one topics and notable variability exists between programs. These findings provide a contemporary description of oncology curriculum coverage and may inform ongoing curricular review and discussion across pharmacy programs.