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Implementation of an Active-Learning Laboratory on Pharmacogenetics.

Kacie E Powers¹, Tonya M Buffington², Daniel Contaifer¹

¹Virginia Commonwealth University School of Pharmacy, Richmond, Virginia.

American Journal of Pharmaceutical Education

|May 9, 2019

Summary

Active learning in clinical pharmacogenetics laboratory sessions significantly improved pharmacy students' knowledge and confidence. This hands-on approach enhanced their skills in evaluating patient profiles and making recommendations.

Keywords:

active learning confidence knowledge laboratory pharmacogenetics

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Area of Science:

Pharmacy Education
Genetics
Pharmacology

Background:

Clinical pharmacogenetics education is crucial for pharmacy students.
Traditional lectures may not fully develop practical skills.
Active learning strategies can enhance engagement and knowledge retention.

Purpose of the Study:

To assess the impact of an active-learning laboratory session on pharmacy students' knowledge, confidence, and skills in clinical pharmacogenetics.
To evaluate student perceptions of the laboratory activity's relevance and contribution to professional development.

Main Methods:

Third-year pharmacy students (n=130) participated in a pharmacogenetics laboratory session.
Students analyzed patient pharmacogenetic profiles and counseled simulated patients.
Knowledge and confidence were assessed pre- and post-lecture and post-laboratory activity.

Main Results:

Student knowledge scores increased from 70.3% pre-lecture to 88.7% post-laboratory session.
Confidence levels improved across all assessed areas.
Students rated the laboratory activity as beneficial for professional development and relevant to pharmacy practice.

Conclusions:

Active-learning laboratory sessions effectively enhance pharmacy students' understanding of clinical pharmacogenetics.
This pedagogical approach improves both theoretical knowledge and practical skills.
The study supports the integration of active learning in pharmacogenetics curricula.