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

Safa Omran, Siew Lian Leong, Ali Blebil Orcid Logo, Devi Mohan, Siew Li Teoh

Research in Social and Administrative Pharmacy, Volume: 19, Issue: 11, Pages: 1399 - 1411

Swansea University Author: Ali Blebil Orcid Logo

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DOI (Published version): 10.1016/j.sapharm.2023.07.012

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. Obje...

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Published in: Research in Social and Administrative Pharmacy
ISSN: 1551-7411 1934-8150
Published: Elsevier BV 2023
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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. 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spelling v2 64104 2023-08-22 Effectiveness of pharmacogenomics educational interventions on healthcare professionals and health professions students: A systematic review ae3f126adda1dec7b84f0a12698f0b7d 0000-0002-7480-1260 Ali Blebil Ali Blebil true false 2023-08-22 ISA 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. Journal Article Research in Social and Administrative Pharmacy 19 11 1399 1411 Elsevier BV 1551-7411 1934-8150 Pharmacogenomics, Education, Healthcare professional, Healthcare professions student, Systematic review 30 11 2023 2023-11-30 10.1016/j.sapharm.2023.07.012 http://dx.doi.org/10.1016/j.sapharm.2023.07.012 COLLEGE NANME Swansea Academy of Learning and Teaching (SALT) COLLEGE CODE ISA Swansea University 2023-10-02T14:22:19.3401139 2023-08-22T11:47:55.1695208 Information Services and Systems SALT Safa Omran 1 Siew Lian Leong 2 Ali Blebil 0000-0002-7480-1260 3 Devi Mohan 4 Siew Li Teoh 5 64104__28678__da36496bb0774226a20fa1dab000f5c5.pdf 64104.VOR.pdf 2023-10-02T14:15:25.2118650 Output 912302 application/pdf Version of Record true © 2023 The Authors. Published by Elsevier Inc. Distributed under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). true eng https://creativecommons.org/licenses/by-nc-nd/4.0/
title Effectiveness of pharmacogenomics educational interventions on healthcare professionals and health professions students: A systematic review
spellingShingle Effectiveness of pharmacogenomics educational interventions on healthcare professionals and health professions students: A systematic review
Ali Blebil
title_short Effectiveness of pharmacogenomics educational interventions on healthcare professionals and health professions students: A systematic review
title_full Effectiveness of pharmacogenomics educational interventions on healthcare professionals and health professions students: A systematic review
title_fullStr Effectiveness of pharmacogenomics educational interventions on healthcare professionals and health professions students: A systematic review
title_full_unstemmed Effectiveness of pharmacogenomics educational interventions on healthcare professionals and health professions students: A systematic review
title_sort Effectiveness of pharmacogenomics educational interventions on healthcare professionals and health professions students: A systematic review
author_id_str_mv ae3f126adda1dec7b84f0a12698f0b7d
author_id_fullname_str_mv ae3f126adda1dec7b84f0a12698f0b7d_***_Ali Blebil
author Ali Blebil
author2 Safa Omran
Siew Lian Leong
Ali Blebil
Devi Mohan
Siew Li Teoh
format Journal article
container_title Research in Social and Administrative Pharmacy
container_volume 19
container_issue 11
container_start_page 1399
publishDate 2023
institution Swansea University
issn 1551-7411
1934-8150
doi_str_mv 10.1016/j.sapharm.2023.07.012
publisher Elsevier BV
college_str Information Services and Systems
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hierarchy_top_id informationservicesandsystems
hierarchy_top_title Information Services and Systems
hierarchy_parent_id informationservicesandsystems
hierarchy_parent_title Information Services and Systems
department_str SALT{{{_:::_}}}Information Services and Systems{{{_:::_}}}SALT
url http://dx.doi.org/10.1016/j.sapharm.2023.07.012
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description 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.
published_date 2023-11-30T14:22:22Z
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