Design, Implementation, and Assessment Approaches Within a Pharmacogenomics Course. Article

Remsberg, Connie M, Bray, Brenda S, Wright, Susan K et al. (2017). Design, Implementation, and Assessment Approaches Within a Pharmacogenomics Course. . AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION, 81(1), 11. 10.5688/ajpe81111

cited authors

  • Remsberg, Connie M; Bray, Brenda S; Wright, Susan K; Ashmore, Joe; Kabasenche, William; Wang, Shuwen; Lazarus, Philip; Daoud, Sayed S



  • Objective. To design and implement a pharmacogenomics course that focuses on analysis and integration of pharmacogenomic data into clinical practice and to explore how participation in the course influences student self-confidence. Design. The Basic and Clinical Pharmacogenomics course content was divided into three modules: genetic-based didactic sessions, genomic techniques and self-genotype/phenotype laboratory exercise, and clinical-based case studies. Student learning assessment included knowledge- and application-based tests and performance on a group project. Assessment. Effectiveness of the course was evaluated using results of student performance on coded test questions, student perceptions on pre- and post-course self-assessments, performance on a group project, and course evaluation results. Student pharmacists successfully demonstrated competency in pharmacogenomics knowledge-based learning, demonstrated their abilities to apply learned skills in clinical-based scenarios, and reported improved confidence in analyzing patient-based genomic testing results. Conclusions. This course appears to have contributed to student learning and positively influenced student self-confidence in pharmacogenomics.

publication date

  • February 1, 2017


  • Clinical Competence
  • Curriculum
  • Education, Pharmacy
  • Educational Measurement
  • Female
  • Genotype
  • Humans
  • Male
  • Pharmacogenetics
  • Phenotype
  • Self-Assessment
  • Students, Pharmacy
  • Young Adult

Digital Object Identifier (DOI)


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