British journal of clinical pharmacology · 2025
Therapeutic drug monitoring education: The current state.
СтатьяScoping ReviewНазвание и аннотация: Перевод в очереди
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Petrova Guenka, Blagova Stiliyana, Tachkov Konstantin, Santos Marlene, Bluett James, Rumano Merita, Kkolou Elena, Drakalska Elena, Arev Marija, Barsbay Mehtap Cakmak, Mulleman Denis
Аннотация
AIMS: To evaluate available information on therapeutic drug monitoring (TDM) education programmes and their implementation across different countries.
METHODS: The study was performed in two phases. First, a scoping review of scientific literature on available education programmes was performed. Afterwards, a questionnaire was distributed among a worldwide network of professionals engaged in the practice of TDM.
RESULTS: Eight scientific articles discussing TDM educational programmes were found. They described in depth an educational programme on TDM, which was primarily offered as postgraduate education programme for hospital staff. We received a total 23 responses (30% response rate); of these, 68% were from academia. For 70% of respondents, TDM is part of the educational programme of healthcare professionals, and for 56% it is offered at both undergraduate and postgraduate level, aimed mainly at physicians (39%) and pharmacists (65%). TDM is mainly performed in infectious diseases (n = 15), neurology (n = 14) and psychiatry (n = 12), as well as for antibiotics (83%), monoclonal antibodies (53%), and oncology and psychotropics (48%). Funding for TDM is derived mostly from public health insurance (48%), hospital (44%), patients (39%). In some cases, patients might co-pay to hospital or to health insurance fund.
CONCLUSIONS: Education on TDM is scattered across different subjects, disciplines and degrees. It is oriented essentially towards physicians and pharmacists, and its funding is mainly public. General guidelines are lacking. In light of this, it is necessary to consider developing a comprehensive educational programme on TDM, oriented towards relevant drugs and diseases, and encompassing appropriate analytical and pharmacological methods.
METHODS: The study was performed in two phases. First, a scoping review of scientific literature on available education programmes was performed. Afterwards, a questionnaire was distributed among a worldwide network of professionals engaged in the practice of TDM.
RESULTS: Eight scientific articles discussing TDM educational programmes were found. They described in depth an educational programme on TDM, which was primarily offered as postgraduate education programme for hospital staff. We received a total 23 responses (30% response rate); of these, 68% were from academia. For 70% of respondents, TDM is part of the educational programme of healthcare professionals, and for 56% it is offered at both undergraduate and postgraduate level, aimed mainly at physicians (39%) and pharmacists (65%). TDM is mainly performed in infectious diseases (n = 15), neurology (n = 14) and psychiatry (n = 12), as well as for antibiotics (83%), monoclonal antibodies (53%), and oncology and psychotropics (48%). Funding for TDM is derived mostly from public health insurance (48%), hospital (44%), patients (39%). In some cases, patients might co-pay to hospital or to health insurance fund.
CONCLUSIONS: Education on TDM is scattered across different subjects, disciplines and degrees. It is oriented essentially towards physicians and pharmacists, and its funding is mainly public. General guidelines are lacking. In light of this, it is necessary to consider developing a comprehensive educational programme on TDM, oriented towards relevant drugs and diseases, and encompassing appropriate analytical and pharmacological methods.