Knowledge and Perception Towards Pharmacogenomics Among Healthcare Students in Tanzania

Abstract

Background: Pharmacogenomics, a critical component of precision medicine, examines how genetic variations affect individual responses to medications. This field is essential for tailoring treatments to enhance drug safety and efficacy. Despite its growing importance, there is a knowledge gap among healthcare professionals that hinders the integration of pharmacogenomics into clinical practice, particularly in Tanzania.
Objectives: This study aimed to assess pharmacogenomics knowledge and perceptions among senior healthcare students in Tanzania and to provide a baseline assessment of their preparedness for future pharmacogenomics education and clinical practice.
Methods: A cross-sectional survey was conducted from September to November 2020 among senior healthcare students from five Tanzanian universities. All 122 eligible consenting responses in the final Google Forms dataset were included. The English-language questionnaire was adapted from previously published pharmacogenomics surveys, underwent supervisor-led face and content review, and was pilot-tested for clarity and online functionality. Objective knowledge was assessed using five true/false/not-sure items; perceptions were assessed using a 17-item three-point item set and additional item-level questions. Descriptive statistics, 95% confidence intervals, non-parametric subgroup comparisons, and multivariable regression analyses were performed.
Results: Of 122 respondents, 104 (85.2%; 95% CI, 77.9–90.5) had previously heard of pharmacogenomics. Among 99 respondents with complete objective knowledge data, the mean score was 2.86/5 (SD 0.96), and 20 (20.2%; 95% CI, 13.5–29.2) scored at least 4/5. The largest knowledge gaps concerned whether genetic determinants of drug response change over a person’s lifetime (19.6% correct) and whether pharmacogenomic testing is available for most medications (41.6% correct). The exploratory 17-item perception composite had high internal consistency (Cronbach’s alpha= 0.95); 75.8% agreed that pharmacogenomics should be added to the curriculum and 78.8% considered it relevant to future practice. Knowledge scores did not differ significantly by sex, institution, course, or year of study (all p>.05).
Conclusion: This multicentre baseline survey identified high awareness but limited objective pharmacogenomics knowledge among senior healthcare students, alongside strong support for further pharmacogenomics education. The findings support integrating clinically oriented pharmacogenomics competencies within existing genetics, pharmacology, and therapeutics teaching and strengthening continuing professional education. Because data were collected in 2020 using convenience-based online recruitment, the findings should be interpreted as a baseline rather than a current national prevalence estimate.