An Inservice Program on Pharmacogenetics to Individualize Drug Therapy

Abstract

Objectives. To provide an understanding of the principles and applications of pharmacogenetics in drug therapy optimization.Design. An online learning session accessed using the hospital intranet and a live case-based session were offered to hospital pharmacists, residents, students, and interns. Assessment. Knowledge was assessed with ''check your knowledge'' questions, case discussions, and a follow-up questionnaire. Pharmacists evaluated the instructor and the course using an anonymous survey tool. Conclusion. This education provided pharmacists with a basic understanding of pharmacogenetics and the ability to apply pharmacogenetics to clinical practice.

Knowledge, Attitude and Practice Concerning Pharmacogenomics among Pharmacists: A Systematic Review

“…[16][17][18][19]26 Similar findings were revealed from UK that 80-95% considered PG as beneficial to patients, despite reported gross limited knowledge of PG reflected in only 6% felt well informed about PG; 9 from Malaysia 67% of pharmacists felt that PG is very important in drug safety; 12 these is in agreement with findings from Australia 24 and Nigeria. 20 Recently from Ukraine, 87% of future pharmacists perceived benefits from PG, but only one-third (1/3) of the participants that correctly understood PG and 70% not aware of PG 25 and this is comparable with results from Canada. 23 …”

“…Seven studies have had a response rate of less than 60% for pharmacists, 12,15,16,18,19,23 while the remaining six have response rate more than 60%, 9,17,21,22,25 Only three researches used statistical analysis in questionnaire validation; 12,18,21 two studies used pilot study to validate the questionnaire in the studies; 17,19 majority of studies used experts reviews or kept silence on validity of questionnaire. 9,15,16,[22][23][24][25][26] In total 4,624 pharmacists participated in the reviewed articles.…”

“…25 Three surveys were qualitative, that used one or combination of semi structure questionnaire, one-day meeting and case scenarios, 9,22,26 and with regard to design, four research were cohort study, 19,21,24,26 while the rest nine were Crosssectional studies, 9,12,15,16,18,[22][23][24][25] Pharmacogenetics or PG or pharmacogenetic testing and pharmacists or pharmacy students were discussed in all the articles. Table 1 presented the summary of included researches in this systematic review.…”

“…22 Furthermore, with regard to formal training on PG; all of the studies from US revealed that pharmacists were exposed to some level of pharmacogenomic training ranging from 21% to 100%; [15][16][17][18][19]21,26 In one UK studies, only 6% were well informed about PG and 79% have had no any forms of PG training, 9 which is in agreement with results from Canadian and Australian pharmacists; 23,24 In another study from Nigeria majority of pharmacists were not exposed to formal PG training despite the high awareness, 22 In Ukraine, up to more than 70% of future pharmacists were not exposed to any forms of training on PG. 25 In contrast, one study from Malaysia revealed more than average in actual knowledge and 85% were exposed to some forms of PG. 12 Irrespective of whether measures was for 'perceived' or 'actual' knowledge, reviewed data clearly indicates lack of knowledge on pharmacogenetic among pharmacists.…”

Effectiveness of a Web-based genomics training for health educators in Texas

“…Moreover, this approach has been successfully adopted in past studies in genomics education for other health professionals. [19][20][21] The FHH Web-based training was primarily programmed using Moodle software hosted by a private company (ClassroomRevolution, Baldwinsville, NY). It included a preassessment survey, four educational modules, a postassessment survey, a 3-month follow-up survey (hosted by Qualtrics (Provo, UT)-an online survey software), contact information with a specific e-mail address and a phone number, and Education REpoRt a question and answer section listing common technical and project-related questions that might be frequently asked by participants (e.g., How to play the video?…”