Background: The expansion of pharmacogenomics for individualised therapy is slow. A multidisciplinary approach is critical for pharmacogenomics to achieve its full potential for optimising patient care. This systematic review aimed to determine the barriers, procedures, and benefits of using an interprofessional approach in the education and clinical practice of pharmacogenomics. Methods This systematic review was conducted using PubMed, Scopus, and ScienceDirect databases. A PRISMA flowchart was used to conduct the systematic review. Results: Seventeen of 236 manuscripts were included. The data were categorised into four major themes: interprofessional approaches, procedures, barriers, and benefits. Eight studies were on interprofessional education (IPE), and the rest were on interprofessional collaboration (IPC). The essential procedure addressed education, resources, and multidisciplinary clinical practice in patient selection/counselling, pharmacogenomic testing, and decision-making and implementation. Eleven barriers and four benefits were identified for IPE and IPC. Conclusions: Barriers were identified in IPE (knowledge/skills, confidence, time, finance, and geographical problem), IPC (resources, communication, and ambiguity about pharmacogenomic services), and IPE/IPC (stereotypes of other professions). Essential collaborative procedures include educational strategies with interprofessional approaches, support systems, and implementation of clinical practices. The benefits of IPE and IPC include improved communication/interaction, knowledge/skills, and therapeutic outcomes. IPE also increased students’ confidence.
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