Scoping and developing a genomic competency framework to inform genomic inclusion within pharmacy undergraduate curricula

Introduction The application of genomics is due to have a significant impact on the role of pharmacy within future healthcare systems. Since 2021, the updated GPhC education standards have included a requirement to apply the principles of genomics, but a lack of consistency across UK pharmacy programmes has led to inequity of genomics literacy for pharmacy students. There is a lack of UK research exploring pharmacy undergraduate genomic education requirements. Aim Scope and develop a genomic competency framework for undergraduate pharmacy curricula. Methods Ethics approval obtained from Swansea University. Fifteen multi-professional expert stakeholders from across the UK were selected using purposive sampling and invited to participate within a virtual semi-structured interview to scope and two consecutive focus groups to refine the competency framework. Both qualitative methods were facilitated and recorded using Microsoft® Teams using pre-designed open question interview schedules. All data anonymously transcribed verbatim and thematically analysed. Results Fourteen participants interviewed between September/October 2023. Five themes identified: Competency development - Participants described how pharmacists need a basic level of comprehensive genomic knowledge with a focus on clinical practice related to medicines use; Curriculum approach – the requirement for genomics to be spiralled throughout the undergraduate curriculum was described; Future practice roles - the need for pharmacy curricula to focus on the application of genomics to medicines rather than as a diagnostic tool was described; Genomic topics - participants acknowledged the complex nature of determining undergraduate competencies but suggested competencies and topics; Level of knowledge - participants described that overall genomic knowledge is needed but to focus on pharmacogenomics across all healthcare sectors. Two further consecutive focus groups further developed the framework through iterative refinement. Conclusions Genomic competencies should support delivery of pharmacist roles as implementation develops. The varied backgrounds of participants impacted their opinions influenced by a lack of knowledge to the role of the pharmacist and training career. Study limitations are small participant numbers and low data generalisability. A genomic competency framework is needed to standardise pharmacy training and study findings will be used to develop a UK consensus for UK genomic undergraduate pharmacy training.