Objectives. To assess the breadth, depth, and perceived importance of pharmacogenomics instruction and level of faculty development in this area in schools and colleges of pharmacy in the United States. Methods. A questionnaire used and published previously was further developed and sent to individuals at all US schools and colleges of pharmacy. Multiple approaches were used to enhance response. Results. Seventy-five (83.3%) questionnaires were returned. Sixty-nine colleges (89.3%) included pharmacogenomics in their PharmD curriculum compared to 16 (39.0%) as reported in a 2005 study. Topic coverage was ,10 hours for 28 (40.6%), 10-30 hours for 29 (42.0%), and 31-60 hours for 10 (14.5%) colleges and schools of pharmacy. Fewer than half (46.7%) were planning to increase course work over the next 3 years and 54.7% had no plans for faculty development related to pharmacogenomics. Conclusions. Most US colleges of pharmacy include pharmacogenomics content in their curriculum, however, the depth may be limited. The majority did not have plans for faculty development in the area of pharmacogenomic content expertise.

Objectives. To ascertain the extent and depth to which pharmacogenetics/pharmacogenomics is being taught in schools of pharmacy in the United States. To assess perceptions regarding future curricular emphasis dedicated to pharmacogenetics/pharmacogenomics instruction. Methods. A survey was developed based on recommendations provided in a recent report on pharmacogenetics/pharmacogenomics by AACP's Academic Affairs Committee. It was mailed to 85 deans at colleges and schools of pharmacy in the United States. Results. Forty-one usable surveys were returned to the authors (48% response rate). Seventy-eight percent of the sample provided some instruction in pharmacogenetics/pharmacogenomics. Items from the domains of the genetic basis of disease, ethical applications, and social and economic impact were used to assess depth of pharmacogenetics/pharmacogenomics instruction. Coverage of these domains varied significantly between schools. Conclusion. Although the majority of surveyed schools provide some instruction in pharmacogenetics/pharmacogenomics and plan to increase it in the coming years, many presently do not provide the depth recommended by AACP's Academic Cabinet.

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Cropley et al. Coach Hardiness practice as a meta-cognitive strategy that helps coaches to develop hardy dispositions through augmenting its attitudinal sub-components. Consequently, our research makes a significant contribution by providing a comprehensive insight into how we might better train and support coaches to demonstrate the adaptive qualities required to thrive in demanding situations.

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