Students’ knowledge and views on pharmacogenomic education in the medical curriculum
By: Agrawal, Manju
.
Contributor(s): Kirtania, Lopamudra.
Publisher: Mumbai Wolter Kluwer 2021Edition: Vol.53(1), Jan-Feb.Description: 19-24p.Subject(s): PHARMACOLOGYOnline resources: Click here
In:
Indian Journal of PharmacologySummary: INTRODUCTION: Pharmacogenomics is a growing field of science that explores the genetic
contributions in an individual’s response to the drug, so as to choose the right drug in the right doses
tailored to a patient’s genetic makeup. Although pharmacogenomics information is incorporated in
chapters discussing relevant drugs, it has not been materialized into clinical practice. Further more
it remains a challenge due to limited knowledge and accessibility of the pharmacogenomic tests
to diagnose these polymorphisms. With this background, the objective of the study was to assess
the knowledge and perception of pharmacogenomics among second‑year MBBS students and to
sensitize them regarding pharmacogenomics.
MATERIALS AND METHODS: A cross‑sectional study was done in which 138 medical students
responded to a preformed semi‑structured assessment tool. It comprised two main components
(1) knowledge and (2) relevance of pharmacogenomics in medical education and clinical practice.
RESULTS: Ninety‑five percent students defined pharmacogenomics correctly, but only 54% were
aware of genetic variations in drug targets, metabolizing enzymes, and transporters affecting drug
therapy. Only 15% knew about the availability of pharmacogenomics tests in India. Eighty‑four
percent of students felt that incorporating pharmacogenomics education in the MBBS curriculum is
a must for precision medicine.
CONCLUSION: Second‑year MBBS students had good knowledge of pharmacogenomics, but
knowledge about the application in clinical practice and interpretation of pharmacogenomics was
limited. Therefore, we recommend (1) basic pharmacogenomic education at all levels of medical
curricula, (2) development of case‑based knowledge application modules, (3) regular continuing
medical education to update about available screening tools/biomarkers, and (4) patient and public
awareness programs so that they receive personalized/precision medicine with optimum efficacy
and reduced side effects and health‑care costs.
| Item type | Current location | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|
Articles Abstract Database
|
School of Pharmacy Archieval Section | Not for loan | 2022-0855 |
INTRODUCTION: Pharmacogenomics is a growing field of science that explores the genetic
contributions in an individual’s response to the drug, so as to choose the right drug in the right doses
tailored to a patient’s genetic makeup. Although pharmacogenomics information is incorporated in
chapters discussing relevant drugs, it has not been materialized into clinical practice. Further more
it remains a challenge due to limited knowledge and accessibility of the pharmacogenomic tests
to diagnose these polymorphisms. With this background, the objective of the study was to assess
the knowledge and perception of pharmacogenomics among second‑year MBBS students and to
sensitize them regarding pharmacogenomics.
MATERIALS AND METHODS: A cross‑sectional study was done in which 138 medical students
responded to a preformed semi‑structured assessment tool. It comprised two main components
(1) knowledge and (2) relevance of pharmacogenomics in medical education and clinical practice.
RESULTS: Ninety‑five percent students defined pharmacogenomics correctly, but only 54% were
aware of genetic variations in drug targets, metabolizing enzymes, and transporters affecting drug
therapy. Only 15% knew about the availability of pharmacogenomics tests in India. Eighty‑four
percent of students felt that incorporating pharmacogenomics education in the MBBS curriculum is
a must for precision medicine.
CONCLUSION: Second‑year MBBS students had good knowledge of pharmacogenomics, but
knowledge about the application in clinical practice and interpretation of pharmacogenomics was
limited. Therefore, we recommend (1) basic pharmacogenomic education at all levels of medical
curricula, (2) development of case‑based knowledge application modules, (3) regular continuing
medical education to update about available screening tools/biomarkers, and (4) patient and public
awareness programs so that they receive personalized/precision medicine with optimum efficacy
and reduced side effects and health‑care costs.
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