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Increasing genomic literacy among adolescents.
Maya Sabatello1, Ying Chen2, Saskia C Sanderson3,4
1Center for Research on Ethical, Legal & Social Implications of Psychiatric, Neurologic & Behavioral Genetics, Department of Psychiatry, Columbia University, New York, NY, USA. ms4075@columbia.edu.
Summary
A pilot study found that videos are more effective than pamphlets for improving adolescents' understanding of genome sequencing (GS). This suggests video formats may be preferable for increasing genomic literacy in young people.
Area of Science:
- Genomic Education
- Adolescent Health Literacy
- Bioethics Education
Background:
- Adolescents require genomic literacy to navigate complex health decisions.
- Video educational formats may enhance engagement compared to traditional text-based materials.
Purpose of the Study:
- To compare the effectiveness of video versus pamphlet educational formats on adolescents' genomic knowledge.
- To assess the impact of different educational modes on adolescents' decisions regarding genetic research participation and personal genome sequencing results.
Main Methods:
- A pilot study involving 43 adolescents aged 14-17 years.
- Random assignment to either a video or pamphlet educational intervention about genome sequencing (GS).
- Pre- and post-intervention assessments of genomic knowledge, decision-making utility, interest in GS results, and satisfaction.
Main Results:
- Overall self-reported genomic knowledge increased significantly post-intervention.
- The video group demonstrated higher post-intervention knowledge of GS limitations compared to the pamphlet group.
- Adolescents in the video group reported greater satisfaction with material understandability and suitability.
Conclusions:
- Video-based education may be a more effective strategy for enhancing genomic literacy in adolescents.
- Further research is needed to explore how gender and age influence adolescents' genomic decision-making and preferences.
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