Lee Kelly C, Hudmon Karen Suchanek, Ma Joseph D, Kuo Grace M
University of California, San Diego Skaggs School of Pharmacy & Pharmaceutical Sciences, 9500 Gilman Drive, Pharmaceutical Sciences Building, La Jolla, CA 92093-0719, USA.
Pharmacogenomics. 2015;16(4):315-22. doi: 10.2217/pgs.14.181.
This national dissemination study evaluated pharmacy students' self-reported overall ability, self-efficacy and attitudes toward applying pharmacogenomics and perceptions of Pharmacogenomics Education Program, a shared pharmacogenomics curriculum.
PATIENTS & METHODS: Following a series of train-the-trainer programs for pharmacy faculty, pre- (n = 2674) and post-training surveys (n = 2542) were administered to Doctor of Pharmacy students (n = 43 pharmacy schools).
Students reported increased (pre- vs post-training) overall ability to educate patients about pharmacogenomics (17 vs 63%; p < 0.0001) and pharmacogenomic testing (11 vs 60%; p < 0.0001) and increased self-efficacy for identifying therapeutic areas for which pharmacogenomic testing is required (20 vs 75%; p < 0.0001). Most (92%) agreed that students at other schools would benefit from receiving the same, or similar, pharmacogenomics education.
A shared curriculum is an effective approach for broadscale curricular dissemination. Original submitted 17 October 2014; Revision submitted 19 December 2014.
这项全国性传播研究评估了药学专业学生自我报告的总体能力、自我效能感以及对应用药物基因组学的态度，还有对药物基因组学教育项目（一个共享的药物基因组学课程）的认知。
在针对药学院教师开展了一系列培训师培训项目之后，对药学博士专业学生（来自43所药学院）进行了培训前（n = 2674）和培训后调查（n = 2542）。
学生报告称，在培训前后相比，向患者传授药物基因组学知识的总体能力有所提高（从17%提高到63%；p < 0.0001），以及进行药物基因组学检测的能力有所提高（从11%提高到60%；p < 0.0001），并且在确定需要进行药物基因组学检测的治疗领域方面自我效能感有所增强（从20%提高到75%；p < 0.0001）。大多数人（92%）认为其他学校的学生将从接受相同或类似的药物基因组学教育中受益。
共享课程是一种广泛传播课程的有效方法。原始稿件于2014年10月17日提交；修订稿件于2014年12月19日提交。
