Evidence map›Paper›PMID 41125626›Full record

ArticleThe pharmacogenomics journal2025

Evaluation of experiential teaching approaches to enhance pharmacy students' confidence and knowledge in pharmacogenomics.

Ruby Soueid, Toni J F Michael, Pete Yeap, Betty Chaar, Fanfan Zhou, Melanie White-Koning, Stephen Hughes, Rose Cairns, Kellie A Charles, Sophie L Stocker

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Article in The pharmacogenomics journal, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Ruby SoueidThe University of Sydney, Sydney Pharmacy School, Faculty of Medicine and Health, Camperdown, NSW, Australia.ORCID 0009-0004-4534-2669
Toni J F MichaelThe University of Sydney, Sydney Pharmacy School, Faculty of Medicine and Health, Camperdown, NSW, Australia.ORCID 0000-0002-6422-8683
Pete YeapThe University of Sydney, Sydney Pharmacy School, Faculty of Medicine and Health, Camperdown, NSW, Australia.
Betty ChaarThe University of Sydney, Sydney Pharmacy School, Faculty of Medicine and Health, Camperdown, NSW, Australia.ORCID 0000-0001-8757-9403
Fanfan ZhouThe University of Sydney, Sydney Pharmacy School, Faculty of Medicine and Health, Camperdown, NSW, Australia.ORCID 0000-0002-1982-1541
Melanie White-KoningThe University of Sydney, Sydney Pharmacy School, Faculty of Medicine and Health, Camperdown, NSW, Australia.ORCID 0000-0001-5072-5489
Stephen HughesThe University of Sydney, Sydney Pharmacy School, Faculty of Medicine and Health, Camperdown, NSW, Australia.ORCID 0000-0002-3633-5203
Rose CairnsThe University of Sydney, Sydney Pharmacy School, Faculty of Medicine and Health, Camperdown, NSW, Australia.ORCID 0000-0002-8946-5079
Kellie A CharlesThe University of Sydney, Sydney Pharmacy School, Faculty of Medicine and Health, Camperdown, NSW, Australia.ORCID 0000-0002-2563-0434
Sophie L StockerThe University of Sydney, Sydney Pharmacy School, Faculty of Medicine and Health, Camperdown, NSW, Australia. sophie.stocker@sydney.edu.au.ORCID 0000-0002-2114-587X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Pharmacogenomic services are commonly pharmacist-led, yet pharmacists report poor knowledge and confidence in application. This study evaluated an experiential teaching approach to enhance students' confidence and knowledge in pharmacogenomics. Customised modules were delivered to three cohorts of second-year undergraduate pharmacy students. Cohort A received lectures and a tutorial; Cohort B added self-testing; Cohort C (same as B) added a case-based workshop and assignment. Students were predominantly female (64%) and half were younger than 20 years old. Self-perceived confidence, assessed using pre- and post-module surveys, significantly improved across all cohorts, in applying pharmacogenomic skills, recognising pharmacists' roles and perceptions towards self-testing. Students who self-tested in Cohort C reported greater confidence (e.g., "patient education testing risks": 26% test vs 0% no test). Knowledge, assessed using examination scores ranged from 70-74% across cohorts, showing no significant differences. Our findings suggest that experiential learning enhances confidence, supporting greater integration of pharmacogenomics into future practice.

Indexed as

Education, PharmacyPharmacogeneticsProblem-Based LearningStudents, PharmacyAdultCurriculumEducational MeasurementFemaleHealth Knowledge, Attitudes, PracticeHumansMaleSurveys and QuestionnairesTeachingYoung Adult

Identifiers

PMID41125626

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.