Presentation Description
Dhanushi Abeygunawardena1
Bronwyn Terrill2,3,4
1 The School of Biotechnology and Biomolecular Sciences, University of New South Wales, Sydney, NSW, Australia
2 Australian Genomics, Murdoch Children's Research Institute, Parkville, Melbourne, VIC, Australia
3 Sydney Children’s Hospitals Network, Randwick, NSW, Australia
4 Clinical Translation and Engagement Platform, Garvan Institute of Medical Research, Sydney, NSW, Australia
Bronwyn Terrill2,3,4
1 The School of Biotechnology and Biomolecular Sciences, University of New South Wales, Sydney, NSW, Australia
2 Australian Genomics, Murdoch Children's Research Institute, Parkville, Melbourne, VIC, Australia
3 Sydney Children’s Hospitals Network, Randwick, NSW, Australia
4 Clinical Translation and Engagement Platform, Garvan Institute of Medical Research, Sydney, NSW, Australia
Background
Incorporating genomic information to guide disease diagnosis and management decisions is an increasingly important part of healthcare delivery. However, healthcare professionals report low confidence, knowledge, and skills in this area[1]. A short continuing professional development (CPD) course in practical medical genomics was developed at UNSW Sydney, Australia, to address this growing area of need.
Summary of work
The summative course assessment requires participants to submit a self-development action plan describing how they intend to apply knowledge and skills gained during the course to improve a specific genetics/genomics-related policy or procedure in their current practice. The assessment follows pre- and post-course questionnaires that encourage learner reflection on steps of the genetic testing process relevant to their role, and existing barriers to and potential opportunities for incorporating genomics. The Capability, Opportunity and Motivation Model for Behaviour change (COM-B) [2,3] underpinned the design of the questionnaires and the assessment task which were also data collection points for the evaluation of course effectiveness. The course has been offered to a total of 96 participants to date.
Summary of work
The summative course assessment requires participants to submit a self-development action plan describing how they intend to apply knowledge and skills gained during the course to improve a specific genetics/genomics-related policy or procedure in their current practice. The assessment follows pre- and post-course questionnaires that encourage learner reflection on steps of the genetic testing process relevant to their role, and existing barriers to and potential opportunities for incorporating genomics. The Capability, Opportunity and Motivation Model for Behaviour change (COM-B) [2,3] underpinned the design of the questionnaires and the assessment task which were also data collection points for the evaluation of course effectiveness. The course has been offered to a total of 96 participants to date.
Results and discussion
The assessment task allows participants to reflect on their improved capabilities, gauge perceived confidence and competence in practising genomic medicine, and formulate and obtain feedback on a process to improve or incorporate genomics into practice. Qualitative evaluation of participant assessment submissions (n=53) revealed enablers and barriers to practising genomic medicine post-course completion. Our analysis also identified areas where further training is required and provided insights for improving the effectiveness of future iterations of the course.
Conclusions and take-home messages/implications for further research or practice
This assessment approach is suitable for authentic asynchronous assessment of continuing professional development informing both of participant performance against learning outcomes as well as course effectiveness, and can be adapted for evaluating both immediate and long-term outcomes of training.
References (maximum three)
- Crellin, E., McClaren, B., Nisselle, A., Best, S., Gaff, C., & Metcalfe, S. (2019). Preparing medical specialists to practice genomic medicine: education an essential part of a broader strategy. Frontiers in genetics, 10, 789.
- McClaren, B. J., King, E. A., Crellin, E., Gaff, C., Metcalfe, S. A., & Nisselle, A. (2020). Development of an evidence-based, theory-informed national survey of physician preparedness for genomic medicine and preferences for genomics continuing education. Frontiers in genetics, 11, 59.
- Carroll, J. C., Allanson, J., Morrison, S., Miller, F. A., Wilson, B. J., Permaul, J. A., & Telner, D. (2019). Informing integration of genomic medicine into primary care: an assessment of current practice, attitudes, and desired resources. Frontiers in genetics, 10, 1189.