Currents in Pharmacy Teaching and Learning最新文献

{"title":"Navigating the perfect storm of emergency responsiveness for pharmacy experiential education","authors":"Brian Ma ,&nbsp;Katelyn Alexander ,&nbsp;Rebecca J Mahan ,&nbsp;Nancy D. Ordonez ,&nbsp;Ying Wang ,&nbsp;Jeremy Hughes","doi":"10.1016/j.cptl.2025.102522","DOIUrl":"10.1016/j.cptl.2025.102522","url":null,"abstract":"<div><div>Natural disasters and emergency situations, such as a massive cyberattacks can occur without warning and can impact academic operations, including experiential education. Weather-related catastrophes like hurricanes, tornados, flooding, and forest fires, require action to support students, preceptors, and communities, while cyberattacks and other challenges to technological infrastructure require similarly coordinated responses. Often, a “perfect storm” of circumstances leads to compounding issues and associated challenges for experiential educational operations, while also impacting local populations and the health systems that are providing critical healthcare for impacted communities. The time-sensitive nature of responding to disasters can often rush pharmacy faculty and administrators into urgent hasty decision making, when disaster response needs planning to ensure that all parties come out ahead in the long-term.</div><div>Decisions and efforts can be informed by previous emergent situations and the wisdom gained from others across the Academy. Herein we provide reflections from multiple PharmD educational programs experiencing recent, large-scale disasters and provide approaches for aiding experiential education teams in responding to disasters safely, efficiently, and effectively.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102522"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145507566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the role of lifestyle medicine in pharmacy education","authors":"Stefanie M. Meyer ,&nbsp;Teri Undem ,&nbsp;I.G.C.G. Idamawatta ,&nbsp;Bong-Jin Choi","doi":"10.1016/j.cptl.2025.102512","DOIUrl":"10.1016/j.cptl.2025.102512","url":null,"abstract":"<div><h3>Objective</h3><div>A review of the literature indicates a gap in training for health professionals who are qualified to deliver lifestyle medicine (LM). Schools of Pharmacy are well-positioned to include LM training yet lack the curriculum and resources to make this change. The purpose of this pilot study aimed to measure pharmacy student perceptions about how to apply LM in their experiential learning and thus, to their future practice.</div></div><div><h3>Methods</h3><div>Using a pre-post survey design, a pilot study was conducted with fourth-year pharmacy students. All fourth-year pharmacy students enrolled in Advanced Pharmacy Practice Experiences rotations for the 2023–2024 academic year were eligible to participate in this study. Two experiential community pharmacy sites were chosen as LM pilot locations. The students who matched with these sites (LM rotation) were required to complete two LM training modules as a part of the rotation onboarding and orientation process.</div></div><div><h3>Results</h3><div>Nineteen out of the 57 students completed the pre-survey. Twenty-six students completed the post-survey, with six of those students being in the LM rotation pilot group. Perceptions of self-care and providing counseling on lifestyle approaches, specifically in the areas of physical activity, nutrition, and sleep, were found to be stronger with the LM rotation group.</div></div><div><h3>Conclusion</h3><div>This study used a practical approach to implementing LM into pharmacy education and highlighted an area of practice expansion for pharmacists. Student responses upon participating in a pilot LM education experience suggest that there is an opportunity to include formal lifestyle medicine education into pharmacy curricula.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102512"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145514699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intra-rater reliability of in-person versus simulated remote synchronous faculty evaluation of pharmacy student objective structured clinical examinations","authors":"Alex N. Isaacs ,&nbsp;Jenny L. Newlon ,&nbsp;Kimberly S. Illingworth ,&nbsp;Alan J. Zillich ,&nbsp;Zachary A. Weber ,&nbsp;Jamie L. Woodyard","doi":"10.1016/j.cptl.2025.102520","DOIUrl":"10.1016/j.cptl.2025.102520","url":null,"abstract":"<div><h3>Introduction</h3><div>The utilization of objective structured clinical examinations (OSCEs) provides a vital learning and assessment opportunity within health professions education. While technology has been utilized, there is a lack of comparison of in-person versus remote synchronous OSCE evaluation. The objective of this study was to evaluate the intra-rater reliability of faculty evaluation in-person versus simulated remote synchronous evaluation of pharmacy student OSCE performance.</div></div><div><h3>Methods</h3><div>For three academic years, pharmacy student OSCE performances in two professional years at one institution were recorded while the instructors evaluated the students in-person. Following a six-month washout, instructors evaluated the same students remotely simulating synchronous evaluation using the same standardized rubric. Intra-class correlation coefficients (ICC) were calculated to determine the evaluator intra-rater reliability. Overall and individual OSCE station scores, the need to remediate, and overall course grades were compared between the cohorts.</div></div><div><h3>Results</h3><div>A total of 157 out of 380 OSCE activities were evaluated both in-person and remotely by 11 faculty members. The ICC scores were 0.9 overall and 0.9 for each individual year's OSCE station. There was a difference in overall OSCE scores based on simulated remote synchronous versus in-person assessment (84.0 % vs. 85.0 %) and for the individual P3 OSCE station (84.5 % vs. 86.0 %); however, there was no difference in the number of students requiring remediation or overall course grades.</div></div><div><h3>Conclusion</h3><div>This study demonstrated excellent intra-rater reliability between in-person and remote synchronous evaluations of an in-person pharmacy student OSCE. The study findings suggest remote synchronous evaluation is a viable alternative to in-person evaluation of OSCEs.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102520"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Survey of health-related quality of life and academic-life balance among doctor of pharmacy students","authors":"Marignelys Rodriguez,&nbsp;Tiffany Lai,&nbsp;Lobna Kamel,&nbsp;Nicholas W. Carris","doi":"10.1016/j.cptl.2025.102525","DOIUrl":"10.1016/j.cptl.2025.102525","url":null,"abstract":"<div><h3>Purpose</h3><div>Pharmacy students face heightened risks of stress, anxiety, depression, poor sleep, infrequent exercise, and burnout, necessitating strategies to enhance their well-being and academic success. This study aimed to identify factors associated with health-related quality of life, including academic achievement, physical health, and mental health among third-year pharmacy students at a public college of pharmacy in the southeastern United States.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted among third-year pharmacy students in Spring 2024, assessing demographics, health-related quality of life via the RAND 20-Item Short Form Health Survey (SF-20), lifestyle behaviors, academic performance, paid-work responsibilities, and study strategies. Data were analyzed using descriptive statistics and univariable Poisson and logistic regression to assess associations between respondent characteristics and success in academic, mental health, and physical health domains. Success was defined across three dimensions: academic (grade point average ≥ 3.5), mental health (mental health index ≥60), and physical health (physical health index = 100), with cut points based on response distribution.</div></div><div><h3>Results</h3><div>Of 84 third-year pharmacy students, 42 (50 %) responded. Fifty-two percent reported a GPA ≥3.5. The mean physical functioning index was 74 (SD 26), and the mean mental health index was 55 (SD 22). Success was achieved in all three dimensions by 14 % of respondents. No univariable Poisson regression identified a meaningful predictor of number of domains with achieved success, however living alone trended toward a 48 % increase in the expected mean domains with success versus living with roommates (count ratio, 1.48, 95 % CI, 0.83 to 2.66, <em>p</em> = 0.19), while living at home with parents showed a small association (count ratio, 1.08, 95 % CI, 0.55 to 2.12, <em>p</em> = 0.82). Notably, academic success varied by living arrangement (roommates: 46 %; home: 17 %; alone: 82 %).</div></div><div><h3>Conclusions</h3><div>Further research into factors related to living arrangements and holistic student success appears needed to optimize how Doctor of Pharmacy programs support students.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102525"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing virtual immersive simulations to promote practice readiness for pharmacy and pharmacy technician students","authors":"Aleksandra Bjelajac Mejia ,&nbsp;Lachmi Singh ,&nbsp;Maliha Asif ,&nbsp;Frank Fan ,&nbsp;Maiesha Kanieze ,&nbsp;Ryan Keay ,&nbsp;Heather Abela ,&nbsp;Leanne M. Perry","doi":"10.1016/j.cptl.2025.102508","DOIUrl":"10.1016/j.cptl.2025.102508","url":null,"abstract":"<div><h3>Background</h3><div>Although registered pharmacists (RPhs) and registered pharmacy technicians (RPhTs) are expected to work collaboratively, as students they have limited opportunities to learn together. The objective of this project was to provide a way to mitigate a gap in students' understanding of intraprofessional collaboration between RPhs and RPhTs in pharmacy practice settings.</div></div><div><h3>Educational activity</h3><div>Three virtual pharmacy simulations were developed in collaboration with RPhs, RPhTs, and the research team using Twine® software and have been made available for use or adaptation by other educators. The simulations were administered to pharmacy and pharmacy technician students as part of course work. Simulation topics focused on patient inquiries related to selecting cold medication, vaccines, and filling a prescription.</div></div><div><h3>Evaluation findings</h3><div>Pharmacy students completed pre- (<em>n</em> = 187) and post-simulation (<em>n</em> = 185) surveys. Students reported an increase in comprehension of RPh and RPhT roles and increased confidence in ability to collaborate. Post-simulation, 88.8 % of respondents agreed or strongly agreed they were confident about applying scopes of practice in an intraprofessional setting, and 96.9 % of respondents agreed or strongly agreed they felt more confident collaborating with RPhTs. Themes emerging from the open-ended survey question were <em>Simulation Strengths, Areas for Improvement, Scope of Practice, Inter- and Intra-Professional Collaboration</em>, and <em>Knowledge Application</em>.</div></div><div><h3>Analysis of educational activity</h3><div>Through this project we learned that the development of virtual immersive simulations can be time and resource intensive. For future projects, we aim to understand how virtual simulations can most effectively be developed and used to support pharmacy student learning.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102508"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145574654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of wellbeing programming for student pharmacists: A continuous quality improvement project","authors":"Lauren Hogan,&nbsp;Brenda Sihotang,&nbsp;Christine Duginski,&nbsp;Hailie Fellers,&nbsp;Lauren S. Carter,&nbsp;Elizabeth Nguyen,&nbsp;Meenakshi Ramanathan,&nbsp;Brittany Palasik Torres","doi":"10.1016/j.cptl.2025.102523","DOIUrl":"10.1016/j.cptl.2025.102523","url":null,"abstract":"<div><h3>Problem description</h3><div>This quality improvement (QI) project served as a large-scale needs assessment to align with University initiatives and inform development of a College of Pharmacy Wellbeing Strategic Plan.</div></div><div><h3>QI methods</h3><div>Data from University and College of Pharmacy wellbeing events from 2020 to 2024 were collected and mapped to Whole Health dimensions: community, self-care, spiritual, physical, financial, mental and environmental. A survey was distributed to College of Pharmacy faculty, staff, and students about wellbeing confidence and struggles as well as preferences for event frequency.</div></div><div><h3>Results of QI inquiry</h3><div>There were 187 events mapped, and 140 were held by the College of Pharmacy. The mental and self-care dimensions had the highest number of events (107 and 93 events, respectively). Most events occurred annually (58, 31.0 %) and 55 (28.3 %) occurred only once. Students perceived high confidence in the self-care (25, 32.5 %) and community (20, 25.9 %) dimensions and difficulties with the physical (17, 22.1 %) and financial dimensions (16, 20.8 %). However, faculty and staff felt students struggled most with mental health (7, 38.9 %) and self-care (4, 22.2 %). Most survey participants noted preference for semesterly events.</div></div><div><h3>Interpretation and discussion</h3><div>The large number of events reflects the College's dedication to student pharmacist wellbeing; however, duplicative events and some differing faculty-student perceptions of wellbeing challenges demonstrate the need for a more strategic approach. Moving forward, a Wellbeing Strategic Plan will align events with student needs, enhance collaboration, and optimize resources.</div></div><div><h3>Conclusion</h3><div>This QI project could serve as a first-step for assessment of wellbeing strategies at other Colleges.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 2","pages":"Article 102523"},"PeriodicalIF":1.4,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the impact of required attendance on examination performance and pharmacy student perceptions in an infectious diseases course","authors":"Dana R. Bowers ,&nbsp;Alanda A. Barash ,&nbsp;Kimberly C. McKeirnan","doi":"10.1016/j.cptl.2025.102487","DOIUrl":"10.1016/j.cptl.2025.102487","url":null,"abstract":"<div><h3>Objectives</h3><div>This project sought to evaluate student pharmacist performance on infectious disease topics in a course with mandatory in-person attendance. The secondary objective was to evaluate student perceptions regarding required attendance and performance on specific course outcomes and session objectives.</div></div><div><h3>Methods</h3><div>Student attendance was collected manually by a faculty member during the infectious disease portion of a required pharmacotherapy course at University X and their exam performance data was evaluated. A <em>t</em>-test was used to compare the scores of students who regularly attended with those who did not for each assessment. An attendance survey was administered twice during the semester: at the midpoint and the end. Thirteen Likert-scale survey questions were designed to evaluate students' attitudes toward required attendance in the course and their beliefs about the impact of required attendance on their course performance and learning.</div></div><div><h3>Results</h3><div>Students who attended the class sessions for the course performed better on examinations than students who did not attend class sessions. The attendance perception survey results showed most students perceived mandatory attendance as beneficial to their learning and achieving the course objectives. Survey results indicated that the majority of students believed the in-class sessions were helpful for their learning. Most students did not believe that having required attendance reduced their time spent studying outside of class.</div></div><div><h3>Conclusions</h3><div>Mandatory attendance had a positive influence on student performance on assessments and their perceptions about learning in a pharmacotherapy course. The findings from the perceptions survey and examination performance support the implementation of required attendance in a Doctor of Pharmacy curriculum to improve student academic outcomes and professionalism.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102487"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of a critical illness simulation activity on perceptions and knowledge of interprofessional education between pharmacy and nutrition students","authors":"Victoria Williams ,&nbsp;Essilvo Sulejmani ,&nbsp;Kristen M. Roberts ,&nbsp;Casey C. May","doi":"10.1016/j.cptl.2025.102485","DOIUrl":"10.1016/j.cptl.2025.102485","url":null,"abstract":"<div><h3>Objective</h3><div>Evaluate the effect of a novel interdisciplinary simulation activity in a critical care pharmacy elective course and assess students' perceptions toward interprofessional collaboration in the intensive care unit setting.</div></div><div><h3>Methods</h3><div>Pharmacy and nutrition students enrolled in respective critical care elective courses participated in a surgical intensive care unit (SICU) simulation activity. Students were divided into interprofessional groups with discipline-specific topics of focus and provided with a clinical case of a critically ill surgical patient with enteral feeding intolerance. Pharmacy students were assigned a six-question quiz administered pre- and post-simulation that assessed understanding of the role of the dietitian and basic nutrition concepts; all students were given discipline-specific reflection questions following the activity that evaluated students' change in perception of their role and the role of the other discipline in the interprofessional SICU setting.</div></div><div><h3>Results</h3><div>Nineteen pharmacy students and 11 nutrition students participated in the SICU simulation. Of the pharmacy students (<em>n</em> = 14) who completed both the pre- and post-simulation quiz, there was an improvement in quiz scores, 2.7 ± 0.97 to 4.3 ± 0.34; <em>p</em> &lt; 0.001. Reflection question responses from all students revealed the following themes: enhanced self-perception of their own role, improved understanding of the other profession's role, and heightened degree of interprofessional respect in the care of a critically ill patient.</div></div><div><h3>Conclusions</h3><div>The interprofessional SICU simulation activity enhanced pharmacy student knowledge about nutrition and broadened all students' understanding of the other profession's roles in critical care.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102485"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing a mandatory course on indigenous health in a Canadian pharmacy program","authors":"Madison Runa ,&nbsp;Brina Kim ,&nbsp;Jessie Li ,&nbsp;Brandon Whitmore ,&nbsp;Patricia Bobb ,&nbsp;Larry Leung ,&nbsp;Jason Min","doi":"10.1016/j.cptl.2025.102502","DOIUrl":"10.1016/j.cptl.2025.102502","url":null,"abstract":"<div><h3>Background</h3><div>In response to the Truth and Reconciliation Commission, healthcare programs have built curricula to train healthcare providers in delivering culturally safe care. There is a scarcity of literature on how to respectfully deliver this content, especially within the context of pharmacy education. To address this gap, this paper details the development and evaluation of a mandatory course on Indigenous cultural safety for pharmacy students.</div></div><div><h3>Education activity</h3><div>PHRM 261: Indigenous Health and Cultural Safety is a 1-credit course in the Entry-to-Practice PharmD program at the University of British Columbia, grounded by 5 curricular pillars: (1) colonialism, (2) power and privilege, (3) cultural safety and humility, (4) health and healing, and (5) ethical engagement. Assessments include an Indigenous book club, visual arts reflection, and weekly class activities. Student perceptions of the course were evaluated using a post-course survey over two class cohorts (total 419 students).</div></div><div><h3>Evaluation findings</h3><div>A total of 204 survey responses and 228 university-mandated course evaluations were collected. Qualitative thematic analysis identified that students: 1) responded enthusiastically to Indigenous voices, 2) engaged in self-directed reflection about their learning, 3) reported increased knowledge and desire to apply culturally safe care, 4) wanted to dive deeper into the course, and 5) appreciated and acknowledged the safe(r)/brave spaces in the classroom.</div></div><div><h3>Analysis of education activity</h3><div>The mandatory course on Indigenous health and cultural safety found that students responded positively and desired further learning on this topic. However, to see continued benefit there must be concurrent university and pharmacy practice reform to create opportunities that can encourage students to apply this learning.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102502"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":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","authors":"Sophie Harding ,&nbsp;Anne Cleves ,&nbsp;Amira Guirguis","doi":"10.1016/j.cptl.2025.102481","DOIUrl":"10.1016/j.cptl.2025.102481","url":null,"abstract":"<div><div>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.</div></div><div><h3>Purpose</h3><div>To compare the delivery of genomic education within pharmacy undergraduate training between the UK and other countries.</div></div><div><h3>Method</h3><div>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.</div></div><div><h3>Results</h3><div>Fifty studies were included and categorised into three main themes: identifying training requirements, training methods, and curriculum design/review. Most studies (<em>n</em> = 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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"18 1","pages":"Article 102481"},"PeriodicalIF":1.4,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145293765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}