This study surveyed pharmacists in Minnesota to identify gaps between the information resources taught in school and those available in practice. The survey assessed which resources pharmacists have access to and use most frequently in their workplace. Results showed pharmacists have the most access to and use Drug Facts and Comparisons, Micromedex, Pharmacists Letter, and UpToDate most frequently. Factors like reputation, accuracy, ease of use, and cost influence which resources pharmacists choose. Rural pharmacists had less access than urban pharmacists, suggesting interventions are needed to broaden rural pharmacists' access to evidence-based resources.

1. Assessing Information Resource Access and Habits Among Pharmacists
Pharmacy students are taught how to find, use, and
evaluate information in order to answer clinical questions,
yet little is known about which resources they will have
access to once they are working and how those resources
align with what they were exposed to during the
curriculum. This study is meant to identify gaps between
the resources taught in pharmacy programs and those
available in practice. By better understanding what
resources pharmacists have access to, curriculum can be
better aligned to support evidence-based practice.
ResultsBackground
To determine what information resources pharmacists
have access to in their workplace and what factors
influence which resources they choose to use.
Objectives
Methods
A 16 item survey created by the authors was
administered electronically to all pharmacists with valid e-
mails registered with the Minnesota Board of Pharmacy.
The questions related to access to information resources,
frequency of resource use, and factors impacting use,
including who pays for access. Demographic information
collected included practice setting, education, years in
practice, and precepting activities.
The survey response rate was 21.2% (n=1118 /5270).
Descriptive statistics were used to summarize the survey
responses. Fisher’s exact tests were used to test for
associations between categorical survey questions and
demographic information. Wilcoxon rank sum tests were
used to compare the cost factor between urban and rural
locations. Analysis of variance (ANOVA) models were
used to compare the mean confidence level between
locations, practice setting, residency, precept status, and
years of practice. P-values less than 0.05 were
considered statistically significant. SAS V9.3 was used for
the analyses.
10.96%
26.42%
9.78%
9.78%
8.45%
15.32%
19.29%
1.03%
4.86%
4.42%
6.48%
4.86%
18.70%
59.65%
2.01%
14.53%
30.29%
22.57%
15.30%
12.83%
2.47%
2.14%
4.09%
4.80%
10.32%
8.72%
21.89%
48.04%
17.09%
27.18%
13.20%
10.87%
7.18%
13.01%
11.46%
6.21%
8.90%
5.18%
6.00%
8.49%
14.49%
50.72%
7.56%
33.41%
18.05%
14.39%
13.41%
11.22%
1.95%
Never
Less than Once a Month
Once a Month
2-3 Times a Month
Once a Week
2-3 Times a Week
Daily
Never
Less than Once a
Month
Once a Month 2-3 Times a Month Once a Week 2-3 Times a Week Daily
Drug Facts and Comparisons 10.96% 26.42% 9.78% 9.78% 8.45% 15.32% 19.29%
Micromedex 1.03% 4.86% 4.42% 6.48% 4.86% 18.70% 59.65%
Pharmacists Letter 2.01% 14.53% 30.29% 22.57% 15.30% 12.83% 2.47%
UpToDate 2.14% 4.09% 4.80% 10.32% 8.72% 21.89% 48.04%
Drug Information Handbook 17.09% 27.18% 13.20% 10.87% 7.18% 13.01% 11.46%
Lexi-comp 6.21% 8.90% 5.18% 6.00% 8.49% 14.49% 50.72%
Natural Medicines 7.56% 33.41% 18.05% 14.39% 13.41% 11.22% 1.95%
Frequency of Use of Most Common
Resources Demographics
To our knowledge this is the first survey of what
information resources pharmacists have access to in
their workplace. As a next step to this survey, we will
compare resource use by practicing pharmacists with
what students are taught. This will identify gaps between
education and practice; we will need to determine how to
best work both within the curriculum and with
practitioners to better align the two. This does not
necessarily mean teaching to the resources available to
the majority; rather, it could also mean teaching a
rational and methodical approach by which pharmacy
students evaluate and select information resources
among the free and paid options available to them (see
poster: Instilling a rational and methodical approach to
acquiring information to answer well-constructed clinical
questions. Reidt, Shannon, et. al.).
Finally, differences in access to resources for rural and
urban pharmacists suggest that it may be necessary to
target practitioners in rural settings with interventions
targeted at broadening their access to information
resources that support evidence-based practice.
3.85%
11.09%
11.81%
14.04%
16.01%
17.17%
18.34%
20.21%
22.00%
23.70%
29.16%
37.30%
44.10%
47.14%
51.34%
59.03%
61.90%
68.87%
2%
2%
3%
10%
7%
6%
3%
13%
2%
5%
15%
21%
27%
6%
22%
37%
35%
22%
0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%
Dynamed
Red Book
USP DI
Medical Letter
Epocrates
Ovid Medline
Orange Book
Handbook of Nonprescription Drugs
Physicians Desk Reference
AHFS
Clinical Pharmacology
Natural Medicines
Lexi-comp
Drug Information Handbook
UpToDate
Pharmacists Letter
Micromedex
Drug Facts and Comparisons
Resources Accessibility Among
Pharmacists
% Who Have Access % Who Want Access
71% of respondents identified as practicing in urban
settings versus 29% reporting being from rural settings.
The majority of respondents practice in Community
(37%), and Hospital (36%) with Other (12%), Ambulatory
Care (7%), Managed Care (4%), Long-term Care (3%),
and Academic settings (2%) also responding.
Franklin Sayre, MLIS, Shannon Reidt, PharmD, MPH, BCPS , Eileen M Harwood PhD, Christene Jolowsky, MS,
RPh, FASHP, Scott Lunos, MS, Raquel Rodriguez, PhD
Conclusion
0%
20%
40%
60%
80%
100%
120%
Reputation of source Validity/Accuracy of info Ease of use Comprehensiveness Cost
Factors Influencing Resource Selection
Providing patient care Precepting Learners Research or Admininstrative activities