Ensuring best practice in genomics education: A scoping review of genomics education needs assessments and evaluations.

Autor:	Nisselle A; Australian Genomics Health Alliance, Melbourne, VIC, Australia; Genomics in Society, Murdoch Children's Research Institute, Melbourne, VIC, Australia; Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia. Electronic address: amy.nisselle@mcri.edu.au., Terrill B; Australian Genomics Health Alliance, Melbourne, VIC, Australia; Genomics in Society, Murdoch Children's Research Institute, Melbourne, VIC, Australia., Janinski M; Australian Genomics Health Alliance, Melbourne, VIC, Australia; Genomics in Society, Murdoch Children's Research Institute, Melbourne, VIC, Australia., Metcalfe S; Australian Genomics Health Alliance, Melbourne, VIC, Australia; Genomics in Society, Murdoch Children's Research Institute, Melbourne, VIC, Australia; Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia., Gaff C; Australian Genomics Health Alliance, Melbourne, VIC, Australia; Genomics in Society, Murdoch Children's Research Institute, Melbourne, VIC, Australia; Department of Paediatrics, The University of Melbourne, Melbourne, VIC, Australia.
Jazyk:	angličtina
Zdroj:	American journal of human genetics [Am J Hum Genet] 2024 Aug 08; Vol. 111 (8), pp. 1508-1523. Date of Electronic Publication: 2024 Jul 02.
DOI:	10.1016/j.ajhg.2024.06.005
Abstrakt:	A health workforce capable of implementing genomic medicine requires effective genomics education. Genomics education interventions developed for health professions over the last two decades, and their impact, are variably described in the literature. To inform an evaluation framework for genomics education, we undertook an exploratory scoping review of published needs assessments for, and/or evaluations of, genomics education interventions for health professionals from 2000 to 2023. We retrieved and screened 4,659 records across the two searches with 363 being selected for full-text review and consideration by an interdisciplinary working group. 104 articles were selected for inclusion in the review-60 needs assessments, 52 genomics education evaluations, and eight describing both. Included articles spanned all years and described education interventions in over 30 countries. Target audiences included medical specialists, nurses/midwives, and/or allied health professionals. Evaluation questions, outcomes, and measures were extracted, categorized, and tabulated to iteratively compare measures across stages of genomics education evaluation: planning (pre-implementation), development and delivery (implementation), and impact (immediate, intermediate, or long-term outcomes). They are presented here along with descriptions of study designs. We document the wide variability in evaluation approaches and terminology used to define measures and note that few articles considered downstream (long-term) outcomes of genomics education interventions. Alongside the evaluation framework for genomics education, results from this scoping review form part of a toolkit to help educators to undertake rigorous genomics evaluation that is fit for purpose and can contribute to the growing evidence base of the contribution of genomics education in implementation strategies for genomic medicine. Competing Interests: Declaration of interests The authors declare no competing interests. (Copyright © 2024 American Society of Human Genetics. Published by Elsevier Inc. All rights reserved.)
Databáze:	MEDLINE
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