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Cited by 24Pharmacogenetics and Drug MetabolismInnovations in Medical EducationGenetics, Bioinformatics, and Biomedical Research

Effectiveness of pharmacogenomics educational interventions on healthcare professionals and health professions students: A systematic review

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Omran, Safa, Leong, Siew Lian, Blebil, Ali, Mohan, Devi, Teoh, Siew Li·2023·Research in Social and Administrative Pharmacy
DOI 10.1016/j.sapharm.2023.07.012
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Abstract

BACKGROUND: The field of pharmacogenomics is rapidly advancing, but its adoption and implementation remain slow and lacking. Lack of pharmacogenomics knowledge among healthcare professionals is the most frequently cited barrier to adopting and implementing pharmacogenomics in clinical settings. OBJECTIVES: This study aimed to critically evaluate and determine the effectiveness of educational interventions in improving pharmacogenomics knowledge and practice. METHODS: Four electronic databases were searched: MEDLINE, EMBASE, CENTRAL, and PsycINFO. Studies on pharmacogenomics educational interventions for health care professionals and students with pre- and post-intervention assessments and results were included. No restrictions were placed on time, language, or educational contexts. The educational outcomes measured include both objective and subjective outcomes. The pharmacogenomics competency domains used to judge educational interventions are based on the competency domains listed by the American Association of Colleges of Pharmacies (AACP). The National Heart, Lung, and Blood Institute of the National Institutes of Health was used for the quality assessment of pre-post studies with no control group and the controlled intervention studies. No meta-analysis was conducted; the data were synthesized qualitatively. The systematic review was reported in accordance with the PRISMA statement. RESULTS: Fifty studies were included in this review. All included studies integrated the AACP pharmacogenomics competency domains into their educational interventions. Most of the studies had educational interventions that integrated clinical cases (n = 44; 88%). Knowledge was the most frequently evaluated outcome (n = 34; 68%) and demonstrated significant improvement after the educational intervention that integrated AACP pharmacogenomics competency domains and employed active learning with clinical case inclusion. CONCLUSION: This review provided evidence of the effectiveness of educational interventions in improving pharmacogenomics knowledge and practice. Incorporating pharmacogenomics competency domains into education and training, with patient cases for healthcare professionals and students, dramatically improved their pharmacogenomics knowledge, attitudes, and confidence in practice.

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  • LLMs have been utilized in diverse contexts within medical education and language translation, including licensing examinations, generation of multiple-choice questions, evaluation of medical tests, rehabilitation education, pharmacogenomics, and translation of medical imaging reports into layman's terms.

    “The LLMs have been utilized in diverse contexts within medical education and language translation.These include applications in licensing examinations such as the USMLE and the JMLE, the generation of multiple-choice questions, the evaluation of medical tests, educational initiatives in rehabilitation, and pharmacogenomics, as well as the translation of complex medical imaging reports into layman”

    From Large language models in medical and healthcare fields: applications, advances, and challenges (2024) · cites this paper as Omran et al. 2023

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  1. Ya'u Adamu, Binti Husain Rohayah, Haque M. A systematic review of knowledge, attitude and practice towards pharmacogenomics among doctors. Int J Pharmaceut Res. 2015;7(1):9-16.

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Authors
Omran, S., Leong, S. L., Blebil, A., Mohan, D., & Teoh, S. L.
Affiliations
Monash University Malaysia (MY)
Corresponding author
Teoh, Siew Li
ORCID
Venue
Research in Social and Administrative Pharmacy
Publisher
Elsevier BV
Published
2023-11
Volume
19
Issue
11
Pages
1399-1411
ISSN
1551-7411 (ISSN-L)
DOI
10.1016/j.sapharm.2023.07.012
OpenAlex
W4385431688
Cited by
24
References
71
Citations by year
2026: 11 · 2025: 7 · 2024: 6
FWCI
1.11
Type
journal article
Language
en
Open access
Licence
Locations
  • Research in Social and Administrative Pharmacy (publishedVersion, cc-by-nc-nd)
  • PubMed (publishedVersion)
  • Monash University Research Portal (Monash University) (submittedVersion, cc-by-nc-nd)
  • Cronfa (Swansea University) (submittedVersion, cc-by-nc-nd)
Topics
  • Life Sciences › Pharmacology, Toxicology and Pharmaceutics › Pharmacology › Pharmacogenetics and Drug Metabolism
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Life Sciences › Biochemistry, Genetics and Molecular Biology › Molecular Biology › Genetics, Bioinformatics, and Biomedical Research
Keywords
pharmacogenomics, educational intervention, healthcare workers, health professions students, active learning, implementation barriers
MeSH terms
Delivery of Health Care, Educational Status, Health Personnel, Humans, Pharmacogenetics, Students

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