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A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review

Sophie Harding, Anne Cleves, Amira Guirguis Orcid Logo

Currents in Pharmacy Teaching and Learning, Volume: 18, Issue: 1, Start page: 102481

Swansea University Authors: Sophie Harding, Amira Guirguis Orcid Logo

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DOI (Published version): 10.1016/j.cptl.2025.102481

Abstract

Genomics is perceived to impact healthcare in the United Kingdom and pharmacy professionals are believed to have a key role in the delivery of pharmacogenomic services. Purpose: To compare the delivery of genomic education within pharmacy undergraduate training between the UK and other countries. Me...

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Published in: Currents in Pharmacy Teaching and Learning
ISSN: 1877-1297 1877-1300
Published: Elsevier BV 2026
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URI: https://cronfa.swan.ac.uk/Record/cronfa70688
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The pharmacist pharmacogenomic focussed competencies available in the United States have underpinned the development of pharmacist pharmacogenomic education and many studies described a mixed-methods approach to education delivery to ensure pharmacy student pharmacogenomic competence. The curricula evaluation in the Unites States and Australia demonstrated improved pharmacogenomic content within school of pharmacy curriculums but lacks nationwide standardisation. Conclusions: This review demonstrates global growth in pharmacy pharmacogenomic education, particularly in the US, where competencies and delivery methods have been defined and explored across institutions. The United Kingdom should develop its own competency framework to guide pharmacogenomic education for pharmacy undergraduates. 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spelling 2025-10-15T14:40:48.6891925 v2 70688 2025-10-15 A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review 430f763fcefe7e7afaeb7341b305234d Sophie Harding Sophie Harding true false b49270b9a0d580cf4f31f9a1b6c93f87 0000-0001-8255-0660 Amira Guirguis Amira Guirguis true false 2025-10-15 MEDS Genomics is perceived to impact healthcare in the United Kingdom and pharmacy professionals are believed to have a key role in the delivery of pharmacogenomic services. Purpose: To compare the delivery of genomic education within pharmacy undergraduate training between the UK and other countries. Method: Six electronic databases were searched including MEDLINE, EMBASE and Cochrane Library using variations of the terms pharmacogenomic, genomics and education, looking at all levels of education. No date restrictions were applied. Studies were then screened for duplicates and eligibility for inclusion. Results: Fifty studies were included and categorised into three main themes: identifying training requirements, training methods, and curriculum design/review. Most studies (n = 30) were from the United States. Many international studies highlighted the need to improve pharmacy undergraduate pharmacogenomic training. The pharmacist pharmacogenomic focussed competencies available in the United States have underpinned the development of pharmacist pharmacogenomic education and many studies described a mixed-methods approach to education delivery to ensure pharmacy student pharmacogenomic competence. The curricula evaluation in the Unites States and Australia demonstrated improved pharmacogenomic content within school of pharmacy curriculums but lacks nationwide standardisation. Conclusions: This review demonstrates global growth in pharmacy pharmacogenomic education, particularly in the US, where competencies and delivery methods have been defined and explored across institutions. The United Kingdom should develop its own competency framework to guide pharmacogenomic education for pharmacy undergraduates. This would support efforts to standardise genomic content in UK pharmacy curricula and promote the creation of standardised tools for effective training across all pharmacy schools. Journal Article Currents in Pharmacy Teaching and Learning 18 1 102481 Elsevier BV 1877-1297 1877-1300 Education; Genomics; Pharmacogenomics; Healthcare professional student; Narrative review 1 1 2026 2026-01-01 10.1016/j.cptl.2025.102481 Review COLLEGE NANME Medical School COLLEGE CODE MEDS Swansea University SU Library paid the OA fee (TA Institutional Deal) This work was supported by a fellowship bursary to SH provided by Precision Healthcare Technology Accelerator (PHTA) Birmingham, UK in collaboration with Swansea University, Swansea, UK. 2025-10-15T14:40:48.6891925 2025-10-15T14:30:29.9229237 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Pharmacy Sophie Harding 1 Anne Cleves 2 Amira Guirguis 0000-0001-8255-0660 3 70688__35350__e8295109f5a9476899f19daf0e036b2a.pdf 70688.VOR.pdf 2025-10-15T14:37:33.2610667 Output 518227 application/pdf Version of Record true © 2025 The Authors. This is an open access article distributed under the terms of the Creative Commons CC-BY license. true eng http://creativecommons.org/licenses/by/4.0/
title A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review
spellingShingle A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review
Sophie Harding
Amira Guirguis
title_short A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review
title_full A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review
title_fullStr A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review
title_full_unstemmed A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review
title_sort A comparison between the delivery of genomic and pharmacogenomic education and training for pharmacy undergraduates between the UK and other international countries: A narrative review
author_id_str_mv 430f763fcefe7e7afaeb7341b305234d
b49270b9a0d580cf4f31f9a1b6c93f87
author_id_fullname_str_mv 430f763fcefe7e7afaeb7341b305234d_***_Sophie Harding
b49270b9a0d580cf4f31f9a1b6c93f87_***_Amira Guirguis
author Sophie Harding
Amira Guirguis
author2 Sophie Harding
Anne Cleves
Amira Guirguis
format Journal article
container_title Currents in Pharmacy Teaching and Learning
container_volume 18
container_issue 1
container_start_page 102481
publishDate 2026
institution Swansea University
issn 1877-1297
1877-1300
doi_str_mv 10.1016/j.cptl.2025.102481
publisher Elsevier BV
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Pharmacy{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Pharmacy
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description Genomics is perceived to impact healthcare in the United Kingdom and pharmacy professionals are believed to have a key role in the delivery of pharmacogenomic services. Purpose: To compare the delivery of genomic education within pharmacy undergraduate training between the UK and other countries. Method: Six electronic databases were searched including MEDLINE, EMBASE and Cochrane Library using variations of the terms pharmacogenomic, genomics and education, looking at all levels of education. No date restrictions were applied. Studies were then screened for duplicates and eligibility for inclusion. Results: Fifty studies were included and categorised into three main themes: identifying training requirements, training methods, and curriculum design/review. Most studies (n = 30) were from the United States. Many international studies highlighted the need to improve pharmacy undergraduate pharmacogenomic training. The pharmacist pharmacogenomic focussed competencies available in the United States have underpinned the development of pharmacist pharmacogenomic education and many studies described a mixed-methods approach to education delivery to ensure pharmacy student pharmacogenomic competence. The curricula evaluation in the Unites States and Australia demonstrated improved pharmacogenomic content within school of pharmacy curriculums but lacks nationwide standardisation. Conclusions: This review demonstrates global growth in pharmacy pharmacogenomic education, particularly in the US, where competencies and delivery methods have been defined and explored across institutions. The United Kingdom should develop its own competency framework to guide pharmacogenomic education for pharmacy undergraduates. This would support efforts to standardise genomic content in UK pharmacy curricula and promote the creation of standardised tools for effective training across all pharmacy schools.
published_date 2026-01-01T05:33:28Z
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