Efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial

Abstract Personal genomic educational testing (PGET) has been suggested as a strategy to improve student learning for pharmacogenomics (PGx), but no randomized studies have evaluated PGET’s educational benefit. We investigated the effect of PGET on student knowledge, comfort, and attitudes related t...

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Autores principales:	Chloe Grace, Marti M. Larriva, Heidi E. Steiner, Srujitha Marupuru, Patrick J. Campbell, Hayley Patterson, Cheryl D. Cropp, Dorothy Quinn, Walter Klimecki, David E. Nix, Terri Warholak, Jason H. Karnes
Formato:	article
Lenguaje:	EN
Publicado:	Wiley 2021
Materias:	Therapeutics. Pharmacology RM1-950 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/1d75d7bdfb374057ad8bbeb7c5039e99
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spelling	oai:doaj.org-article:1d75d7bdfb374057ad8bbeb7c5039e992021-11-19T17:51:35ZEfficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial1752-80621752-805410.1111/cts.13121https://doaj.org/article/1d75d7bdfb374057ad8bbeb7c5039e992021-11-01T00:00:00Zhttps://doi.org/10.1111/cts.13121https://doaj.org/toc/1752-8054https://doaj.org/toc/1752-8062Abstract Personal genomic educational testing (PGET) has been suggested as a strategy to improve student learning for pharmacogenomics (PGx), but no randomized studies have evaluated PGET’s educational benefit. We investigated the effect of PGET on student knowledge, comfort, and attitudes related to PGx in a nonblinded, randomized controlled trial. Consenting participants were randomized to receive PGET or no PGET (NPGET) during 4 subsequent years of a PGx course. All participants completed a pre‐survey and post‐survey designed to assess (1) PGx knowledge, (2) comfort with PGx patient education and clinical skills, and (3) attitudes toward PGx. Instructors were blinded to PGET assignment. The Wilcoxon Rank Sum test was used to compare pre‐survey and post‐survey PGx knowledge, comfort, and attitudes. No differences in baseline characteristics were observed between PGET (n = 117) and NPGET (n = 116) participants. Among all participants, significant improvement was observed in PGx knowledge (mean 57% vs. 39% correct responses; p < 0.001) with similar results for student comfort and attitudes. Change in pre/post‐PGx knowledge, comfort, and attitudes were not significantly different between PGET and NPGET groups (mean 19.5% vs. 16.7% knowledge improvement, respectively; p = 0.41). Similar results were observed for PGET participants carrying a highly actionable PGx variant versus PGET participants without an actionable variant. Significant improvement in Likert scale responses were observed in PGET versus NPGET for questions that assessed student engagement (p = 0.020) and reinforcement of course concepts (p = 0.006). Although some evidence of improved engagement and participation was observed, the results of this study suggest that PGET does not directly improve student PGx knowledge, comfort, and attitudes.Chloe GraceMarti M. LarrivaHeidi E. SteinerSrujitha MarupuruPatrick J. CampbellHayley PattersonCheryl D. CroppDorothy QuinnWalter KlimeckiDavid E. NixTerri WarholakJason H. KarnesWileyarticleTherapeutics. PharmacologyRM1-950Public aspects of medicineRA1-1270ENClinical and Translational Science, Vol 14, Iss 6, Pp 2532-2543 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Therapeutics. Pharmacology RM1-950 Public aspects of medicine RA1-1270
spellingShingle	Therapeutics. Pharmacology RM1-950 Public aspects of medicine RA1-1270 Chloe Grace Marti M. Larriva Heidi E. Steiner Srujitha Marupuru Patrick J. Campbell Hayley Patterson Cheryl D. Cropp Dorothy Quinn Walter Klimecki David E. Nix Terri Warholak Jason H. Karnes Efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial
description	Abstract Personal genomic educational testing (PGET) has been suggested as a strategy to improve student learning for pharmacogenomics (PGx), but no randomized studies have evaluated PGET’s educational benefit. We investigated the effect of PGET on student knowledge, comfort, and attitudes related to PGx in a nonblinded, randomized controlled trial. Consenting participants were randomized to receive PGET or no PGET (NPGET) during 4 subsequent years of a PGx course. All participants completed a pre‐survey and post‐survey designed to assess (1) PGx knowledge, (2) comfort with PGx patient education and clinical skills, and (3) attitudes toward PGx. Instructors were blinded to PGET assignment. The Wilcoxon Rank Sum test was used to compare pre‐survey and post‐survey PGx knowledge, comfort, and attitudes. No differences in baseline characteristics were observed between PGET (n = 117) and NPGET (n = 116) participants. Among all participants, significant improvement was observed in PGx knowledge (mean 57% vs. 39% correct responses; p < 0.001) with similar results for student comfort and attitudes. Change in pre/post‐PGx knowledge, comfort, and attitudes were not significantly different between PGET and NPGET groups (mean 19.5% vs. 16.7% knowledge improvement, respectively; p = 0.41). Similar results were observed for PGET participants carrying a highly actionable PGx variant versus PGET participants without an actionable variant. Significant improvement in Likert scale responses were observed in PGET versus NPGET for questions that assessed student engagement (p = 0.020) and reinforcement of course concepts (p = 0.006). Although some evidence of improved engagement and participation was observed, the results of this study suggest that PGET does not directly improve student PGx knowledge, comfort, and attitudes.
format	article
author	Chloe Grace Marti M. Larriva Heidi E. Steiner Srujitha Marupuru Patrick J. Campbell Hayley Patterson Cheryl D. Cropp Dorothy Quinn Walter Klimecki David E. Nix Terri Warholak Jason H. Karnes
author_facet	Chloe Grace Marti M. Larriva Heidi E. Steiner Srujitha Marupuru Patrick J. Campbell Hayley Patterson Cheryl D. Cropp Dorothy Quinn Walter Klimecki David E. Nix Terri Warholak Jason H. Karnes
author_sort	Chloe Grace
title	Efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial
title_short	Efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial
title_full	Efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial
title_fullStr	Efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial
title_full_unstemmed	Efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial
title_sort	efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: a nonblinded, randomized controlled trial
publisher	Wiley
publishDate	2021
url	https://doaj.org/article/1d75d7bdfb374057ad8bbeb7c5039e99
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Efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial

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