Purpose

Increased implementation of complex genetic technologies in clinical practice emphasizes the urgency of genomic literacy and proficiency for medical professionals. We evaluated our genomic education model.

Methods

We assessed the 5-day, extended format program, encompassing lectures, videos, interactive tests, practice cases, and clinical exercises. Pre- and post questionnaires assessed knowledge change, using t-tests to compare groups. Satisfaction on program completion and after 3 years were evaluated. Implementation in other centers determined acceptability.

Results

During 2012–2018, 774 clinicians from multiple disciplines and career stages attended 35 programs; 334 (43%) attended the 5-day extended format. Evaluations showed significant improvement of genomic literacy (mean 15.05/100 points, p < 0.001). Residents initially had higher scores than specialists (pre: 66.3 ± 17.3 vs. 58.7 ± 16.6, respectively, p = 0.002); both significantly improved, with specialists “catching up” (post: 79.1 ± 17.2 vs. 75.7 ± 15.9, nonsignificant (NS)); there was a similar trend between fellows and subspecialists (pre: 70 ± 18 vs. 59.4 ± 16.4, respectively, p = 0.007; post: 78.6 ± 16.4 vs. 73.2 ± 17.7, respectively, NS). Younger specialists (≤10 years residency) had significantly higher pre- and post scores. Absolute improvement in scores did not depend on medical specialties.

Conclusion

Our program is effective in improving genomics literacy for clinicians, irrespective of career length or expertise, and could be a model for improving skills in practical genomics for all medical professionals.

中文翻译：

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教授临床医生实用基因组医学：在三级护理中心拥有 7 年的经验。

目的

在临床实践中增加复杂基因技术的实施强调了医学专业人员基因组素养和熟练程度的紧迫性。我们评估了我们的基因组教育模型。

方法

我们评估了为期 5 天的扩展格式计划，包括讲座、视频、交互式测试、实践案例和临床练习。前后问卷评估知识变化，使用t检验比较组。对计划完成和 3 年后的满意度进行了评估。其他中心的实施决定了可接受性。

结果

2012-2018 年间，来自多个学科和职业阶段的 774 名临床医生参加了 35 个项目；334 (43%) 人参加了为期 5 天的延长课程。评估显示基因组素养显着提高（平均 15.05/100 分，p  < 0.001）。居民最初的得分高于专家（前：分别为 66.3 ± 17.3 和 58.7 ± 16.6，p  = 0.002）；两者都有显着改善，专家“追赶”（post: 79.1 ± 17.2 vs. 75.7 ± 15.9, nonsignificant (NS)）；研究员和专科医师之间也有类似的趋势（前：分别为 70 ± 18 和 59.4 ± 16.4，p = 0.007; 帖子：分别为 78.6 ± 16.4 和 73.2 ± 17.7，NS）。年轻的专家（≤10 年的住院医师）具有显着更高的前后分数。分数的绝对提高并不取决于医学专业。

结论

我们的计划在提高临床医生的基因组学素养方面是有效的，无论职业长短或专业知识如何，并且可以成为提高所有医学专业人员实用基因组学技能的模型。