# Curriculum in Pharmacoepidemiology Training Programs: A Cross‐Sectional Study to Assess Educational Needs and Alignment With Core Competencies

## TL;DR

This study assesses how well pharmacoepidemiology training programs align with updated core competencies and identifies key areas needing improvement, such as communication and advanced modeling skills.

## Contribution

The study provides the first global assessment of pharmacoepidemiology training curricula against updated 2024 core competencies and highlights specific educational gaps.

## Key findings

- Most programs focus on statistics and study design, but neglect communication, advanced modeling, and professional practice.
- Educational resources with learning objectives and pre-packaged activities are most preferred by program leaders.
- Only 54% of programs cover advanced modeling and 66% cover professional practice, indicating significant gaps.

## Abstract

Pharmacoepidemiology is a key discipline for evidence‐based decision‐making, yet its educational programs have not been systematically assessed for alignment with international core competencies. Our objectives were to evaluate curricula alignment of pharmacoepidemiology training programs with ISPE‐recommended core competency themes and identify key curriculum content development areas.

The ISPE Core Competencies Workgroup and ISPE leadership developed a curriculum and needs assessment survey, incorporating feedback from global members. The survey was electronically distributed to leaders of pharmacoepidemiology training programs (e.g., department chairs and program directors) using the ISPE contact database, followed by snowball sampling to enhance representation. Institutional respondent characteristics were categorized by sector and geographic region. Competency mapping identified the most and least represented competency categories within curricula. Needs assessment responses were reported as proportions, and free‐text responses were thematically analyzed, allowing for multiple themes per response.

Sixty‐four institutions participated (73.4% academic programs, 18.8% industry/consulting, and 7.8% government/regulatory). Representation by global region was: 35.9% Europe, 29.7% North America, 23.4% Latin America, 7.8% Asia, 1.6% Africa, and 1.6% Gulf Region. Respondents prioritized developing standards in pharmacoepidemiology training curriculum in two areas—45.5% “Epidemiology” and 36.4% “Statistics, Analysis, and Data Science”—with few endorsements of other areas. The most represented competencies covered in curricula were “Statistics” (100%, 45/45) and “Study Design” (100%, 43/43). The least represented were “Advanced Modeling” (54%, 25/46) and “Professional Practice” (66%, 31/47). Key needs in pharmacoepidemiology curriculum centered around four themes: 33.3% (8/24) “Methods (generally)”, 33.3% (8/24) “Analytical Skills,” 16.7% (4/24) “Communication (writing, teaching),” and 25.0% “(6/24) Other (applications, new therapies).” Content type that would best support curriculum development, as ranked by 42 respondents, was: “Learning objectives with pre‐packaged activities” 45.2% (19/42), “Recorded webinars/lectures” 28.6% (12/42), “Example syllabi” 21.4% (9/42), and “Reading lists” 4.8% (2/42).

This global assessment highlights critical gaps in pharmacoepidemiology training, particularly in advanced analytical methods and professional practice. ISPE has a unique opportunity to address these gaps by developing targeted educational activities and resources that enhance methodological rigor and practical skills.

Pharmacoepidemiology is a field of study that has changed due to improvements in technology and a better understanding of tools to use in research. No one yet knows whether pharmacoepidemiology programs across the globe are covering similar topics and teaching similar skills. Our goals for this study were to learn more about what these programs around the world teach and what program leaders say that they need to help their students learn pharmacoepidemiology skills. We surveyed 64 program leaders from around the world and found that most programs were training students in areas related to statistics and study design, but few programs were teaching students about communication skills, such as writing and teaching, professional practice, and an advanced type of research and analysis skill known as modeling. Most program leaders say that they need educational resources that combine learning objectives, or goals for learning, with hands‐on activities to help their students learn pharmacoepidemiology skills.

Core competencies in pharmacoepidemiology were updated in 2024.This study surveyed all known pharmacoepidemiology training programs for curriculum alignment with revised core competencies, and to identify educational needs.From 64 participating programs around the world, most programs cover competencies related to statistics and study design in their curriculum, while few programs cover competencies related to communication, advanced modeling, and professional practice.More program representatives preferred educational content type that included learning objectives with pre‐packaged activities than other content types.ISPE is uniquely positioned to address the noted educational gaps and has several ongoing and developing initiatives in support of improving pharmacoepidemiology training in core competencies.

Core competencies in pharmacoepidemiology were updated in 2024.

This study surveyed all known pharmacoepidemiology training programs for curriculum alignment with revised core competencies, and to identify educational needs.

From 64 participating programs around the world, most programs cover competencies related to statistics and study design in their curriculum, while few programs cover competencies related to communication, advanced modeling, and professional practice.

More program representatives preferred educational content type that included learning objectives with pre‐packaged activities than other content types.

ISPE is uniquely positioned to address the noted educational gaps and has several ongoing and developing initiatives in support of improving pharmacoepidemiology training in core competencies.