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<p>Pharmacogenomic services are commonly pharmacist-led, yet pharmacists report poor knowledge and confidence in application. This study evaluated an experiential teaching approach to enhance students’ confidence and knowledge in pharmacogenomics. Customised modules were delivered to three cohorts of second-year undergraduate pharmacy students. Cohort A received lectures and a tutorial; Cohort B added self-testing; Cohort C (same as B) added a case-based workshop and assignment. Students were predominantly female (64%) and half were younger than 20 years old. Self-perceived confidence, assessed using pre- and post-module surveys, significantly improved across all cohorts, in applying pharmacogenomic skills, recognising pharmacists’ roles and perceptions towards self-testing. Students who self-tested in Cohort C reported greater confidence (e.g., “patient education testing risks”: 26% test vs 0% no test).&#xa0;Knowledge, assessed using examination scores ranged from 70–74% across cohorts, showing no significant differences. Our findings suggest that experiential learning enhances confidence, supporting greater integration of pharmacogenomics into future practice.</p>

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Evaluation of experiential teaching approaches to enhance pharmacy students’ confidence and knowledge in pharmacogenomics

  • 期刊论文

  • 发表日期：

    2025年10月22日

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  • Ruby Soueid,
  • Toni J. F. Michael,
  • Pete Yeap,
  • Betty Chaar,
  • Fanfan Zhou,
  • Melanie White-Koning,
  • Stephen Hughes,
  • Rose Cairns,
  • Kellie A. Charles,
  • Sophie L. Stocker

摘要

Pharmacogenomic services are commonly pharmacist-led, yet pharmacists report poor knowledge and confidence in application. This study evaluated an experiential teaching approach to enhance students’ confidence and knowledge in pharmacogenomics. Customised modules were delivered to three cohorts of second-year undergraduate pharmacy students. Cohort A received lectures and a tutorial; Cohort B added self-testing; Cohort C (same as B) added a case-based workshop and assignment. Students were predominantly female (64%) and half were younger than 20 years old. Self-perceived confidence, assessed using pre- and post-module surveys, significantly improved across all cohorts, in applying pharmacogenomic skills, recognising pharmacists’ roles and perceptions towards self-testing. Students who self-tested in Cohort C reported greater confidence (e.g., “patient education testing risks”: 26% test vs 0% no test). Knowledge, assessed using examination scores ranged from 70–74% across cohorts, showing no significant differences. Our findings suggest that experiential learning enhances confidence, supporting greater integration of pharmacogenomics into future practice.