A structured genetics rotation for pediatric residents: an important educational opportunity

Forsyth, RaeLynn; Mu, Weiyi; Gibson, Laura; Serwint, Janet R.; Shilkofski, Nicole; Bodurtha, Joann

doi:10.1038/s41436-019-0723-7

Cited by 10 publications

(10 citation statements)

References 12 publications

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“…Our study is the first to identify and explore workplace learning opportunities embedded in the everyday professional practice of physicians, focusing on the emerging discipline of genomic medicine. These findings add to the growing literature of workplace learning and strategies to develop genomic preparedness (Forsyth et al, 2020;Geng et al, 2019;Martyn et al, 2020;Nguyen et al, 2016), contributing to the development of sustainable and practical educational and implementation strategies to prepare the health workforce for emerging innovations that impact routine practice and healthcare.…”

Section: Discussionmentioning

confidence: 68%

“…Research into workplace learning in developing genetics/genomics knowledge and skills has begun to appear in recent literature. Structured training programs for medical trainees to learn about clinical genetics/genomics in authentic practice settings have been implemented in graduate medical programs in the United States (Forsyth et al, 2020;Geng et al, 2019;Nguyen et al, 2016) and Australia (Huq et al, 2021), with participants self-reporting positive impacts on their genetics/ genomics knowledge and skills. A mixed-methods longitudinal evaluation of a didactic-active learning genomic medical education program in Israel reported significant improvements in participants' genomics knowledge (Michaelson-Cohen et al, 2020).…”

Section: Workplace Learning In Genomics: Bridging the Gap Between The...mentioning

confidence: 99%

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Unearthing the Learning of Genomic Medicine in the Workplace: a Qualitative Study

Kim

Nisselle

Weller‐Newton

et al. 2022

Vocations and Learning

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Workplace learning is fundamental in contextualizing theoretical concepts into practice, making it opportune for professionals to learn emerging concepts. With genomic testing transitioning from the research space into healthcare, there are more opportunities to engage with workplace learning related to genomic medicine. We therefore aimed to unearth how genomics was being learnt in the workplace and the opportunities and factors that influenced these learning experiences. Qualitative secondary analysis was applied to a purposive sample of interviews with non-genetic physicians who had reflected on their genomic medicine practice and education. Thematic analysis, guided by Billett’s co-participation at work theory, was conducted to identify workplace learning opportunities related to genomic medicine and any influencing factors. A coding framework was developed and iteratively refined until consensus was reached. Various workplace learning opportunities related to genomic medicine were identified from interviews with 29 physicians. Engagement occurred through established clinical work practice, contextual affordances, and agentic pursuits. Barriers and facilitators influenced participants’ experiences and access with opportunities. Some participants recognized these learning opportunities as “informal”; however, most did not. Opportunities to engage with workplace learning beyond formal training are essential to ensure the medical workforce has the knowledge and confidence to engage with practice-related developments. However, ‘work’ activities were not often recognized as ‘learning’ opportunities. With continued efforts to integrate genomics and other innovations into routine healthcare and help reduce the theory–practice gap, this study adds to our understanding of how workplace learning occurs and offers a platform on which to build a robust model for continuing education.

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Section: Discussionmentioning

confidence: 68%

Section: Workplace Learning In Genomics: Bridging the Gap Between The...mentioning

confidence: 99%

Unearthing the Learning of Genomic Medicine in the Workplace: a Qualitative Study

Kim

Nisselle

Weller‐Newton

et al. 2022

Vocations and Learning

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“…Our data did find that more pediatric providers had genetics training (47%) than nonpediatric providers (38%). Prior studies are equivocal regarding the level of knowledge and utilization of genetic services [36-41], though pediatric providers may have more opportunities and exposure to genetics at professional meetings, clinical rotations, medical literature, and colleagues board-certified in pediatrics/medical genetics [42]. Furthermore, the nursing professional community has been very proactive in developing core competencies and educational programs in genetics dating back to the early 2000s [43-47], and the higher numbers with some genetic training is reflected in our data.…”

Section: Discussionmentioning

confidence: 99%

Evaluating Primary Care Providers’ Readiness for Delivering Genetic and Genomic Services to Underserved Populations

Sharma¹,

Cox²,

Kruger³

et al. 2021

Public Health Genomics

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Introduction: Increased genomics knowledge and access are advancing precision medicine and care delivery. With the translation of precision medicine across health care, genetics and genomics will play a greater role in primary care services. Health disparities and inadequate representation of racial and ethnically diverse groups threaten equitable access for those historically underserved. Health provider awareness, knowledge, and perceived importance are important determinants of the utilization of genomic applications. Methods: We evaluated the readiness of primary care providers at a Federally Qualified Health Center, the Community Health Center, Inc. (CHCI) for delivering genetic and genomic testing to underserved populations. Online survey questions focused on providers’ education and training in basic and clinical genetics, familiarity with current genetic tests, and needs for incorporating genetics and genomics into their current practice. Results: Fifty of 77 (65%) primary care providers responded to the survey. Less than half received any training in basic or clinical genetics (40%), were familiar with specific genetic tests (36%), or felt confident with collecting family health history (44%), and 70% believed patients would benefit from genetic testing. Conclusion: Despite knowledge gaps, respondents recognized the value and need to bring these services to their patients, though would like more education on applying genetics and genomics into their practice, and more training about discussing risk factors associated with race or ethnicity. We provide further evidence of the need for educational resources and standardized guidelines for providers caring for underserved populations to optimize appropriate use and referral of genetic and genomic services and to reduce disparities in care.

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“…Residency training programs require rotations in multiple subspecialities and offer an elective rotation that allow trainees to get more experience in the subspecialities of their interest. Genetics rotation is part of an elective rotation [ 8 , 9 ]. In addition, residents are exposed to genetic education through ward consultation, classroom lectures, and research that includes topics pertinent to genetics.…”

Section: Introductionmentioning

confidence: 99%

Genetics education in primary care residency training: satisfaction and current barriers

et al. 2022

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Background Genetics education can be integrated into general care medicine through primary care residency programs. A study of primary care residents was done to evaluate quality, satisfaction, and barriers in genetics education in residency training programs. Thus, providing more evidence for the necessity for its development and progress. Methods A cross-sectional descriptive self-administered questionnaire survey was delivered to four primary care West Virginia University (WVU) residency training programs in 2020–2021. The anonymous 14-item survey included the following questionnaire domains: general data, genetics training satisfaction, and genetics education barriers. Results The survey response rate was 52% (70/123) and 59 participants completed the survey. Overall, respondents viewed genetic education as critical to their chosen specialty (90%). Trainees at all educational levels obtained their education mostly from class based educational curricula (77% from lectures, 65% from didactic and 49% from grand rounds). The majority of survey respondents indicated insufficient experience with genetic patient care (34% ward genetic consultation, 5% clinic experience, 0% genetic department rotation). The percentage of residents who were satisfied with genetic topics were as follows: basic genetics (57%), capturing family history (82%), initiating basic genetic workup (15%), a basic understanding of the genetic report (23%), basic management surveillance in the genetic patient (18%), understanding the genetic referral and explaining it to a patient (47%). Residents reported barriers to genetic interest included complexity of the field (87%), followed by limited utility of genetics testing (41%). The most common suggestions for improving the genetic education component were to provide more lectures (61%), followed by enhanced advertisement of genetic education resources specifically rotations in the genetics department (22%). Other suggestions include the integration of genetic education in inpatient learning (20%) and providing research experience (7%). Conclusion Primary care residents were satisfied with their genetic knowledge in the classroom and stated a clear need for enhanced hands-on clinical skills and research experience in their current residency training. The survey suggestions for improvement can enhance primary care residents’ genetic training that can lead to advances in rare disease recognition, precision medicine, and improve access to genetics testing.

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A structured genetics rotation for pediatric residents: an important educational opportunity

Cited by 10 publications

References 12 publications

Unearthing the Learning of Genomic Medicine in the Workplace: a Qualitative Study

Unearthing the Learning of Genomic Medicine in the Workplace: a Qualitative Study

Evaluating Primary Care Providers’ Readiness for Delivering Genetic and Genomic Services to Underserved Populations

Genetics education in primary care residency training: satisfaction and current barriers

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