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

This study examined the impact of experiential teaching on pharmacy students’ confidence and knowledge in pharmacogenomics. Variations of a pharmacogenomics module was delivered to three cohorts of second-year students. Cohort A received lectures and a tutorial; Cohort B added voluntary self-pharmacogenomic testing; Cohort C included all previous elements plus a case-based workshop and group assignment. Confidence was assessed using pre- and post-module surveys, and knowledge using exam results. Significant improvements in self-perceived confidence in applying pharmacogenomic skills, belief in pharmacists’ roles in pharmacogenomics and perceptions toward self-pharmacogenomic testing were observed across all cohorts. Cohort C observed higher confidence in applying skills, especially among those who underwent self-testing (e.g., post-module “patient education on the risks of testing”: 26% test vs 0% no test). Examination scores showed no significant differences. Experiential learning enhanced student confidence, suggesting that such approaches may support greater integration of pharmacogenomics into future clinical practice.