Theories and models for genomics education and training

Martyn, Melissa; Nisselle, Amy; Lynch, Elly; Gaff, Clara

doi:10.1016/b978-0-323-98383-9.00001-1

Cited by 4 publications

(1 citation statement)

References 36 publications

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“…As PRS availability increases, strategies are needed to upscale PRS training to reach a broader audience, while capturing the benefits of case-based learning and interactive models. One potential approach is developing a "train-the-trainer" model, thereby creating PRS champions who can foster peer learning (38,40).…”

Section: Discussionmentioning

confidence: 99%

Development and evaluation of a novel educational program for providers on the use of polygenic risk scores

Yanes

Wallingford

Young

et al. 2023

Genetics in Medicine

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Section: Discussionmentioning

confidence: 99%

Development and evaluation of a novel educational program for providers on the use of polygenic risk scores

Yanes

Wallingford

Young

et al. 2023

Genetics in Medicine

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Investigating genomic medicine practice and perceptions amongst Australian non-genetics physicians to inform education and implementation

et al. 2023

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Genomic medicine is being implemented on a global scale, requiring a genomic-competent health workforce. To inform education as part of implementation strategies to optimize adoption of genomics by non-genetics physicians, we investigated current practices, perceptions and preferences relating to genomic testing and education. Australian non-genetics physicians completed an online survey; we conducted univariate and multivariate analyses of determinants of confidence and engagement with genomic medicine. Confident or engaged respondents were more likely to be pediatricians, have completed continuing genomics education (CGE) and/or have genomics research experience. Confident or engaged respondents were also more likely to prefer to request genomic testing with support from genetics services than other models. Respondents who had completed CGE and were engaged reported higher confidence than those who were not engaged. We propose a progression of genomic competence aligned with service delivery models, where education is one enabler of mastery or independence to facilitate genomic tests (from referral to requesting with or without clinical genetics support). Workplace learning could provide additional impetus for adoption.

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Development and evaluation of a novel educational program for providers on the use of polygenic risk scores

Yanes

Wallingford

Young

et al. 2023

Preprint

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Background: Polygenic risk scores (PRS) for breast and ovarian cancer risk are increasingly available to the public through clinical research and commercial genetic testing companies. Healthcare providers frequently report limited knowledge and confidence using PRS, representing a significant barrier to evaluation and uptake of this technology. We aimed to develop and evaluate the impact of a novel online educational program on genetic healthcare providers (GHP) attitudes, confidence and knowledge using PRS for breast and ovarian cancer risk. Methods: The educational program was informed by adult learning theory and the Kolb experiential learning model. The program was comprised of two phases: i) an online module covering the theoretical aspects of PRS and ii) a facilitated virtual workshop with pre-recorded role plays and case discussions. A pre-and post-education survey was administered to evaluate the impact of the educational program on GHP attitudes, confidence, knowledge, and preparedness for using PRS. Eligible participants were GHP working in one of 12 familial cancer in Australia registered to recruit patients for a breast and ovarian cancer PRS clinical trial and completed the education program. Results: 124 GHP completed the PRS education, of whom 80 (64%) and 67 (41%) completed the pre-and post-evaluation survey, respectively. Pre-education, GHP reported limited experience, confidence and preparedness using PRS. GHP frequently recognized potential benefits to PRS, most commonly that this information could improve access to tailored screening (rated as beneficial/very beneficial by 92% of GHP pre-education). Completion of the education program was associated with significantly improved attitudes (p=<0.001), confidence (p=<0.001), knowledge of (p=<0.001) and preparedness (p=<0.001) using PRS. Most GHP indicated the education program entirely met their learning needs (73%) and felt the content was entirely relevant to their clinical practice (88%). GHP identified further PRS implementation issues including limited funding models, diversity issues, need for clinical guidelines and ongoing updates given the rapid pace of PRS research. Conclusions: Delivery of a novel education program can improve GHP attitudes, confidence, knowledge, and preparedness using PRS. Careful consideration of healthcare providers learning needs is required to support PRS research and clinical translation.

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Theories and models for genomics education and training

Cited by 4 publications

References 36 publications

Development and evaluation of a novel educational program for providers on the use of polygenic risk scores

Development and evaluation of a novel educational program for providers on the use of polygenic risk scores

Investigating genomic medicine practice and perceptions amongst Australian non-genetics physicians to inform education and implementation

Development and evaluation of a novel educational program for providers on the use of polygenic risk scores

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