TY - JOUR
T1 - Evidence-Based Genetic Education of Non-Genetic-Expert Physicians
T2 - Experiences Over Three Decades in Amsterdam
AU - Cornel, Martina C
PY - 2019/1/1
Y1 - 2019/1/1
N2 - To study and improve the competences of health-care workers in the domain of genetics, attention needs to be paid to attitudes, activities, knowledge, and changes in performance. Three decades of research on genetic education for non-genetic-experts in Amsterdam are summarized, including both local and international collaborative efforts. Evidence shows that assessment of learners' needs and the definition of competences have driven slow but gradual improvement in genetics competence among non-geneticists. Attitudes and behavior are mainly influenced by face-to-face training. eLearning modules can serve to increase knowledge in a large number of participants in a rapidly changing field. Materials developed for accredited courses will sometimes be used for reference or just in time learning. Taking a theoretically informed evaluation approach, it has been possible to demonstrate satisfaction, improved knowledge, and self-reported behavioral change, although measuring effects on health-care practice and population health remains challenging. A flexible approach is needed to serve learners' needs in a field with many upcoming challenges.
AB - To study and improve the competences of health-care workers in the domain of genetics, attention needs to be paid to attitudes, activities, knowledge, and changes in performance. Three decades of research on genetic education for non-genetic-experts in Amsterdam are summarized, including both local and international collaborative efforts. Evidence shows that assessment of learners' needs and the definition of competences have driven slow but gradual improvement in genetics competence among non-geneticists. Attitudes and behavior are mainly influenced by face-to-face training. eLearning modules can serve to increase knowledge in a large number of participants in a rapidly changing field. Materials developed for accredited courses will sometimes be used for reference or just in time learning. Taking a theoretically informed evaluation approach, it has been possible to demonstrate satisfaction, improved knowledge, and self-reported behavioral change, although measuring effects on health-care practice and population health remains challenging. A flexible approach is needed to serve learners' needs in a field with many upcoming challenges.
KW - Competences
KW - Continuing professional development
KW - Curriculum
KW - ELearning
KW - Genetic education
KW - Genetics
KW - Knowledge
UR - http://www.scopus.com/inward/record.url?scp=85070608602&partnerID=8YFLogxK
U2 - https://doi.org/10.3389/fgene.2019.00712
DO - https://doi.org/10.3389/fgene.2019.00712
M3 - Review article
C2 - 31428139
SN - 1664-8021
VL - 10
SP - 712
JO - Frontiers in genetics
JF - Frontiers in genetics
IS - JUL
M1 - 712
ER -