Educational strategies to enable expansion of pharmacogenomics-based care. (1st December 2016)

• Record Type: Journal Article
• Authors: Weitzel, Kristin Wiisanen; Aquilante, Christina L.; Johnson, Samuel; Kisor, David F.; Empey, Philip E.
• Is Part Of: American journal of health-system pharmacy. Volume 73:Number 23(2016)
• Page Start: 1986
• Page End: 1998
• Publication Date: 2016-12-01
• Subjects: education -- pharmacy -- continuing -- genomics/education -- pharmacists -- pharmacogenetics/education -- pharmacogenetics/trends -- precision medicine -- schools -- pharmacy; Hospital pharmacies -- United States -- Periodicals; 615.1
• DOI: 10.2146/ajhp160104
• Languages: English
• ISSNs: 1079-2082

Abstract

Abstract: Purpose: The current state of pharmacogenomics education for pharmacy students and practitioners is discussed, and resources and strategies to address persistent challenges in this area are reviewed. Summary: Consensus-based pharmacist competencies and guidelines have been published to guide pharmacogenomics knowledge attainment and application in clinical practice. Pharmacogenomics education is integrated into various pharmacy school courses and, increasingly, into Pharm.D. curricula in the form of required standalone courses. Continuing-education programs and a limited number of postgraduate training opportunities are available to practicing pharmacists. For colleges and schools of pharmacy, identifying the optimal structure and content of pharmacogenomics education remains a challenge; insufficient numbers of faculty members with pharmacogenomics expertise and the inadequate availability of practice settings for experiential education are other limiting factors. Strategies for overcoming those challenges include providing early exposure to pharmacogenomics through foundational courses and incorporating pharmacogenomics into practice-based therapeutics courses and introductory and advanced pharmacy practice experiences. For practitioner education, online resources, clinical decision support–based tools, and certificate programs can be used to supplement structured postgraduate training in pharmacogenomics. Recently published data indicate successful use of "shared curricula" and participatory education models involving opportunities for learners to undergo personal genomic testing. Conclusion: The pharmacy profession has taken a leadership role in expanding student and practitioner education to meet the demand for increased pharmacist involvement in precision medicine initiatives. Effective approaches to teaching pharmacogenomics knowledge and driving its appropriate application in clinical practice are increasingly available.