Physician preparedness for big genomic data: a review of genomic medicine education initiatives in the United States

Abstract

In the last decade, genomic medicine education initiatives have surfaced across the spectrum of physician training in order to help address a gap in genomic medicine preparedness among physicians. The approaches are diverse and stem from the belief that 21st century physicians must be proficient in genomic medicine applications as they will be leaders in the precision medicine movement. We conducted a review of literature in genomic medicine education and training for medical students, residents, fellows, and practicing physicians with articles published between June 2015 and January 2018 to gain a picture of the current state of genomic medicine education with a focus on the United States. We found evidence of progress in the development of new and innovative educational programs and other resources aimed at increasing physician knowledge and readiness. Three overarching educational approach themes emerged, including immersive and experiential learning; interdisciplinary and interprofessional education; and electronic- and web-based approaches. This review is not exhaustive, nevertheless, it may inform future directions and improvements for genomic medicine education. Important next-steps include: (i) identifying and studying ways to best implement low-cost dissemination of genomic information; (ii) emphasizing genomic medicine education program evaluation and (iii) incorporating interprofessional and interdisciplinary initiatives. Genomic medicine education and training will become more and more relevant in the years to come as physicians increasingly interact with genomic and other precision medicine technologies.

Genomics Education in the Era of Personal Genomics: Academic, Professional, and Public Considerations

“…Educators in this study also utilized principles of backward design to identify gaps in genomic knowledge and structured the training to test genomic competency in those areas, which helped improve the educational outcomes [96]. Aside from in-person training, many other resources sites, data repositories, interprofessional education, and even emails are being used to disseminate genomic information to physicians, indicating that incorporation of genomic education into medical practice is becoming a reality [97,98].…”

“…Genetic counseling programs currently struggle with providing training slots and supervision, therefore, we suggest that funding from either external or internal sources be considered to alleviate the strain on genetic counseling educators [79]. Physicians and healthcare professionals have competing interests and time constraints, so we suggest that genomic education material become more readily accessible through online formats such as email or computer-based modules in order to facilitate continuing genomic education for practicing healthcare providers [97,98]. Education for the public requires the most extensive efforts in providing accessible and pertinent genomic information [50].…”

“…• Use backward design to fill in knowledge gaps of practicing physicians and nurses [96]. • Provide materials in easily accessible formats such as online modules or emailing options [97,98].…”

Physician Communication of Genomic Results in a Diagnostic Odyssey Case Series

“…59 One review of genomic medicine education initiatives across physician training levels reveals some progress in electronic-and Web-based resources, immersive experiences, and interprofessional and interdisciplinary learning. 60 Several of these initiatives have been studied, and outcomes reveal that they may result in increased confidence, motivation, and understanding in using genomic medicine among physicians. 60 Simulations and standardized patients might also serve to improve knowledge and clinical skills.…”

“…60 Several of these initiatives have been studied, and outcomes reveal that they may result in increased confidence, motivation, and understanding in using genomic medicine among physicians. 60 Simulations and standardized patients might also serve to improve knowledge and clinical skills. 61 -63 We also found some evidence that the identification of a diagnosis via WGS was related to how physicians viewed their own communication of the patient genome sequencing information as well as whether the physician expressed regret regarding participation.…”