Assessment of Healthcare Students‘ Views on Pharmacogenomics at the University of Minnesota

Abstract

Aim: The aim was to determine if the University of Minnesota (MN, USA) healthcare students‘ perceived value of pharmacogenomics matches their self-observed comfort and education in pharmacogenomics. Materials & methods: A 24-question, anonymous, online survey was distributed to all pharmacy, nursing and medical students enrolled at the University of Minnesota. Results: Among healthcare students, 70.6% agreed or strongly agreed that pharmacogenomics should be an important part of their curriculum; however, only 11.1% agreed or strongly agreed that it actually is. Only 29.7% of students reported taking a genetics course that specifically addressed the applications of genetics in pharmacy, and those students were more likely to feel comfortable interpreting information from a pharmacogenetics test, answering questions on pharmacogenomics, educating patients on risks and benefits of testing, and were comfortable that they knew which medications required pharmacogenomics testing. Conclusion: Healthcare students consider pharmacogenomics to be an important area of clinical practice; yet generally express it has not been an important part of their curriculum. Education emphasizing medical applications of pharmacogenomics can increase student comfort level in pharmacogenomics practice.

KEYWORDS::

• curriculum
• education
• healthcare
• pharmacogenetics
• pharmacogenomics
• pharmacy
• student
• survey

Acknowledgements

The authors would like to thank K Janke for contributions to Qualtrics access.

Financial & competing interests disclosure

J Lamba is funded through R01CA132946 and R21CA155524 from the NIH. The authors have no other relevant affiliations or financial involvement with any organization or entity with a financial interest in or financial conflict with the subject matter or materials discussed in the manuscript apart from those disclosed.

No writing assistance was utilized in the production of this manuscript.

Additional information

Funding

J Lamba is funded through R01CA132946 and R21CA155524 from the NIH. The authors have no other relevant affiliations or financial involvement with any organization or entity with a financial interest in or financial conflict with the subject matter or materials discussed in the manuscript apart from those disclosed. No writing assistance was utilized in the production of this manuscript.