Efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial.
Efficacy of personal pharmacogenomic testing as an educational tool in the pharmacy curriculum: A nonblinded, randomized controlled trial.
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DOI：
10.1111/cts.13121
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发表时间：
2021-11
期刊：
影响因子：
--
通讯作者：
Karnes JH
中科院分区：
文献类型：
--
作者：
Grace C;Larriva MM;Steiner HE;Marupuru S;Campbell PJ;Patterson H;Cropp CD;Quinn D;Klimecki W;Nix DE;Warholak T;Karnes JH
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.
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影响因子：
6.7
作者：
Johnson JA;Caudle KE;Gong L;Whirl-Carrillo M;Stein CM;Scott SA;Lee MT;Gage BF;Kimmel SE;Perera MA;Anderson JL;Pirmohamed M;Klein TE;Limdi NA;Cavallari LH;Wadelius M
通讯作者：
Wadelius M
影响因子：
6.7
作者：
Goetz MP;Sangkuhl K;Guchelaar HJ;Schwab M;Province M;Whirl-Carrillo M;Symmans WF;McLeod HL;Ratain MJ;Zembutsu H;Gaedigk A;van Schaik RH;Ingle JN;Caudle KE;Klein TE
通讯作者：
Klein TE
影响因子：
6.7
作者：
Crews KR;Monte AA;Huddart R;Caudle KE;Kharasch ED;Gaedigk A;Dunnenberger HM;Leeder JS;Callaghan JT;Samer CF;Klein TE;Haidar CE;Van Driest SL;Ruano G;Sangkuhl K;Cavallari LH;Müller DJ;Prows CA;Nagy M;Somogyi AA;Skaar TC
通讯作者：
Skaar TC
影响因子：
6.7
作者：
Lima JJ;Thomas CD;Barbarino J;Desta Z;Van Driest SL;El Rouby N;Johnson JA;Cavallari LH;Shakhnovich V;Thacker DL;Scott SA;Schwab M;Uppugunduri CRS;Formea CM;Franciosi JP;Sangkuhl K;Gaedigk A;Klein TE;Gammal RS;Furuta T
通讯作者：
Furuta T
影响因子：
6.7
作者：
Gonsalves, Stephen G.;Dirksen, Robert T.;Biesecker, Leslie G.
通讯作者：
Biesecker, Leslie G.