An Effective Approach to Teaching Pharmacogenomics in the First Year of Pharmacy Curriculum
An Effective Approach to Teaching Pharmacogenomics in the First Year of Pharmacy Curriculum
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DOI：
10.5688/ajpe6345
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发表时间：
2018-01-01
影响因子：
3.3
通讯作者：
Lockman, Paul R.
中科院分区：
文献类型：
--
作者：
Galvez-Peralta, Marina;Szklarz, Grazyna D.;Lockman, Paul R.
客观的。开发一种有效的药物基因组学教学方法，作为新课程“生物药剂学和药物基因组学方法”的一部分。教学效果通过测验、前后回顾性调查、团队活动和期刊反思来衡量。课程包括四项团队活动：基因组疾病、患者案例、遗传咨询师和关于个性化医疗的辩论。课程结束时评估成果和课程影响。评估方法包括知识评估、学生对团队活动效用的看法、课程对学生与医疗保健提供者或患者讨论药物基因组学的信心的影响，以及在接下来的 P2 学期中测量的长期知识保留。结果。七十六名学生报名参加了该课程。课程期间的多次评估表明，学生的药物基因组学知识有所提高。团队活动对学生的学习产生了积极的影响，课程提高了他们与其他医疗保健提供者或患者讨论药物基因组学的信心。虽然 86% 的学生在课程开始时认为自己“不自信”、“有些不自信”或“既不自信也不不自信”，但 91% 的学生在课程结束时表示“自信”或“有些自信”。这种信心的增加具有统计学意义。此外，学生在学习课程六个月后表现出知识保留能力。结论。药物基因组学新课程的实施效果良好，受到学生的好评。它还为学生在课程后期学习基于系统的治疗课程做好准备。
Objective. To develop an effective method in teaching pharmacogenomics as a part of a new course, Biopharmaceutics and Pharmacogenomics.Methods. Teaching effectiveness was measured by quizzes, retrospective pre- and post-surveys, team activities, and journal reflections. Four team activities were included in the course: genomic disease, patient case, genetic counselor and a debate about personalized medicine. Outcomes and course impact were evaluated at the end of the course. The evaluation methods included the assessment of knowledge, students' perceptions regarding the utility of team activities, the impact of the course on students' confidence to discuss pharmacogenomics with health care providers or patients, and long-term knowledge retention, measured in the following P2 semester.Results. Seventy-six students were enrolled in the course. Multiple assessments during the course demonstrated that students' knowledge of pharmacogenomics improved. The team activities had a positive impact on student learning, and the course improved their confidence level to discuss pharmacogenomics with another health care provider or a patient. While 86% of the students considered themselves "unconfident," "somewhat unconfident" or "neither confident nor unconfident" at the beginning of the course, 91% reported being "confident" or "somewhat confident" by the end of the course. This increase in confidence was statistically significant. Furthermore, students showed knowledge retention six months after taking the course.Conclusion. Implementation of a new course in pharmacogenomics was effective and well received by the students. It also prepared students for system-based therapeutics courses later in the curriculum.