From the Guidelines
Chapter 2: Core Competencies and Training Pathways for Infectious Diseases Pharmacists Infectious diseases pharmacists must possess a comprehensive set of knowledge, skills, and abilities to provide effective antimicrobial stewardship and optimal patient care, as emphasized by the Infectious Diseases Society of America (IDSA) and the Society for Healthcare Epidemiology of America (SHEA) 1. The core competencies for ID pharmacists include:
- Antimicrobial pharmacology: understanding the pharmacokinetic and pharmacodynamic properties of antibiotics, antifungals, antivirals, and antiparasitics
- Microbiology: familiarity with laboratory techniques, interpretation of susceptibility reports, and understanding of resistance mechanisms such as ESBL, CRE, and MRSA
- Clinical expertise: diagnosis and management of common and complex infections across body systems, including pneumonia, intra-abdominal infections, endocarditis, osteomyelitis, and CNS infections These competencies are essential for ID pharmacists to develop expertise in antimicrobial stewardship, as defined by the IDSA and SHEA as "coordinated interventions designed to improve and measure the appropriate use of [antibiotic] agents" 1. Training pathways for ID pharmacists typically involve:
- Completion of a Doctor of Pharmacy degree
- PGY-1 pharmacy residency
- Specialized PGY-2 infectious diseases residency Alternative pathways include fellowship training or significant clinical experience combined with continuing education. Board certification through the Board of Pharmacy Specialties (BPS) as a Board Certified Infectious Diseases Pharmacist (BCIDP) is essential to validate expertise and requires recertification every seven years. Ongoing professional development through society memberships, continuing education, research participation, and interdisciplinary collaboration is crucial for ID pharmacists to remain current with evolving treatment guidelines, emerging pathogens, and new antimicrobial agents, as highlighted by the IDSA and SHEA guidelines 1.
From the Research
Core Competencies for Infectious Diseases Pharmacists
- Pharmacists practicing in infectious diseases should possess core competencies in areas such as antimicrobial stewardship, pharmacotherapy, and patient care 2
- These competencies can be developed through postgraduate residency training, board certification, and ongoing education and professional development 2
Training Pathways for Infectious Diseases Pharmacists
- Completion of a postgraduate year (PGY) 1 residency and a PGY2 residency in infectious diseases is recommended for pharmacists wishing to specialize in infectious diseases 2
- Board certification as a pharmacotherapy specialist is also recommended, as well as maintenance of a portfolio of educational experiences to demonstrate ongoing competence 2
- Accreditation of training programs is essential to ensure that pharmacists receive high-quality education and training in infectious diseases 2
Antimicrobial Stewardship Training
- Antimicrobial stewardship training is a critical component of infectious diseases education, and should include topics such as antimicrobial resistance, pharmacokinetics, and pharmacodynamics 3, 4
- A standardized curriculum for antimicrobial stewardship training is recommended, and should include practical, interactive learning experiences and opportunities for feedback and assessment 4
- Training should also focus on developing skills in communication, conflict resolution, and teamwork, as these are essential for effective antimicrobial stewardship 4
Ongoing Education and Professional Development
- Ongoing education and professional development are essential for infectious diseases pharmacists to stay up-to-date with the latest developments in antimicrobial therapy and resistance 5, 6
- This can include participation in conferences, workshops, and online education programs, as well as engagement with professional organizations and networks 5, 6
- Pharmacists should also be committed to lifelong learning, and should prioritize ongoing education and professional development as a key component of their practice 5, 6