Pharmacogenomic curriculum in Australian medical schools: a content analysis study.

Thomas, J; Yong, FR; Kryzyaniak, N; Noble, C; Freeman, CR

Pharmacogenomic curriculum in Australian medical schools: a content analysis study.

Thomas, J Yong, FR Kryzyaniak, N Noble, C Freeman, CR

Permalink

Publisher:: TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Pharmacogenomics, 2024, 25, (16-18), pp. 647-655
Issue Date:: 2024

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (1.27 MB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Thomas, J
dc.contributor.author	Yong, FR
dc.contributor.author	Kryzyaniak, N
dc.contributor.author	Noble, C
dc.contributor.author	Freeman, CR
dc.date.accessioned	2025-04-23T03:15:22Z
dc.date.available	2025-04-23T03:15:22Z
dc.date.issued	2024
dc.identifier.citation	Pharmacogenomics, 2024, 25, (16-18), pp. 647-655
dc.identifier.issn	1462-2416
dc.identifier.issn	1744-8042
dc.identifier.uri	http://hdl.handle.net/10453/186977
dc.description.abstract	AIMS: To ascertain and describe pharmacogenomic concepts included in the intended curriculum of accredited Australian medical schools. METHODS: Content analysis of curriculum learning objectives of Australian medical schools was conducted, focusing on keywords and phrases pertaining to pharmacogenomic education. Learning objectives related to pharmacogenomics were categorized using (1) undergraduate medical genomic competencies per the Association of Professors in Human and Medical Genetics (2) Bloom's Taxonomy for cognitive and knowledge dimensions and (3) knowledge translation (enabling science, translation science and clinical implementation). RESULTS: The curricula of 19 accredited medical schools in Australia were analyzed. Two-thirds (68%) contained genomic/pharmacogenomic education. Eight schools had content relating to undergraduate medical genomic competencies. Of those which had pharmacogenomic-related learning objectives, the majority (65%) were categorized in Bloom's Taxonomy's lower levels (Remember and Understand) and 15% were deemed to be at the level of 'Clinical Implementation.' CONCLUSION: The majority of Australian medical schools have incorporated pharmacogenomics in their current curriculum; however, learning objectives addressing application and clinical implementation are required. Doctors have a unique role to play in implementing pharmacogenomics into clinical practice. Comprehensiveness of course curricula across all learning domains would support uptake of pharmacogenomics into routine practice.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	TAYLOR & FRANCIS LTD
dc.relation.ispartof	Pharmacogenomics
dc.relation.isbasedon	10.1080/14622416.2025.2452834
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	11 Medical and Health Sciences
dc.subject.classification	Pharmacology & Pharmacy
dc.subject.classification	3105 Genetics
dc.subject.classification	3214 Pharmacology and pharmaceutical sciences
dc.subject.mesh	Curriculum
dc.subject.mesh	Pharmacogenetics
dc.subject.mesh	Australia
dc.subject.mesh	Humans
dc.subject.mesh	Schools, Medical
dc.subject.mesh	Education, Medical, Undergraduate
dc.subject.mesh	Humans
dc.subject.mesh	Pharmacogenetics
dc.subject.mesh	Curriculum
dc.subject.mesh	Education, Medical, Undergraduate
dc.subject.mesh	Schools, Medical
dc.subject.mesh	Australia
dc.subject.mesh	Curriculum
dc.subject.mesh	Pharmacogenetics
dc.subject.mesh	Australia
dc.subject.mesh	Humans
dc.subject.mesh	Schools, Medical
dc.subject.mesh	Education, Medical, Undergraduate
dc.title	Pharmacogenomic curriculum in Australian medical schools: a content analysis study.
dc.type	Journal Article
utslib.citation.volume	25
utslib.location.activity	England
utslib.for	11 Medical and Health Sciences
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2025-04-23T03:15:20Z
pubs.issue	16-18
pubs.publication-status	Published
pubs.volume	25
utslib.citation.issue	16-18

Abstract:

AIMS: To ascertain and describe pharmacogenomic concepts included in the intended curriculum of accredited Australian medical schools. METHODS: Content analysis of curriculum learning objectives of Australian medical schools was conducted, focusing on keywords and phrases pertaining to pharmacogenomic education. Learning objectives related to pharmacogenomics were categorized using (1) undergraduate medical genomic competencies per the Association of Professors in Human and Medical Genetics (2) Bloom's Taxonomy for cognitive and knowledge dimensions and (3) knowledge translation (enabling science, translation science and clinical implementation). RESULTS: The curricula of 19 accredited medical schools in Australia were analyzed. Two-thirds (68%) contained genomic/pharmacogenomic education. Eight schools had content relating to undergraduate medical genomic competencies. Of those which had pharmacogenomic-related learning objectives, the majority (65%) were categorized in Bloom's Taxonomy's lower levels (Remember and Understand) and 15% were deemed to be at the level of 'Clinical Implementation.' CONCLUSION: The majority of Australian medical schools have incorporated pharmacogenomics in their current curriculum; however, learning objectives addressing application and clinical implementation are required. Doctors have a unique role to play in implementing pharmacogenomics into clinical practice. Comprehensiveness of course curricula across all learning domains would support uptake of pharmacogenomics into routine practice.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/186977