Purpose
Precision medicine (PM)–the use of genomic, environment, and lifestyle data to design care based on individual patient characteristics–has become increasingly important in clinical practice, yet many medical schools lack dedicated instruction in this area. This study aimed to develop a novel educational session introducing PM into the Rutgers New Jersey Medical School curriculum.

Methods
All third-year medical students participated in a 1.5-hour session with an introductory lecture covering definitions, diagnostic and therapeutic platforms, and challenges in PM, followed by an interactive case discussing its use for non-small cell lung cancer. Pre- and post-assessments evaluated students’ knowledge and application of PM concepts (10 multiple choice and open-ended questions) and perceived abilities and attitudes (5 Likert-scale questions).

Results
The session was attended by 178 students, with 136 paired pre- and post-tests available for analysis (pre-test response rate 92%, post-test 78%). Responses showed significant improvement in objective content scores (pre-test mean 2.9/10 [SD 1.3], post-test mean 4.8/10 [SD 2.0], mean increase 1.9 [95% CI 1.5–2.2, p<0.01]). After the session, students believed that they had a greater ability to apply PM in clinical scenarios (pre-test mean 2.7/5 [SD 1.0], post-test mean 4.3/5 [SD 0.6], mean difference 1.5 [95% CI 1.4-1.7, p<0.01]) and perceived greater importance of learning about PM (pre-test mean 3.7/5 [SD 0.9], post-test mean 4.4/5 [SD 0.6], mean difference 0.8 [95% CI 0.6-0.9], p<0.01).

Conclusion
The session improved participants’ understanding, confidence, and appreciation of PM. Future efforts should explore broader integration of PM into curricula, including reinforcement throughout pre-clinical organ system units, to better prepare students for its growing role in clinical practice. Objective assessment questions should also be better tailored to the expected knowledge level of third-year medical students.