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Animation or leaflet: Does it make a difference when educating young people about genome sequencing?

Jennifer Hammond1, Ian Garner2, Melissa Hill1

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Animations and leaflets effectively educate young people about genome sequencing (GS). While both methods improve knowledge, animations result in higher participant satisfaction with genomic education resources.

Keywords:
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Area of Science:

  • Genomics and Genetic Education
  • Health Communication Strategies

Background:

  • Effective communication of complex genetic information is crucial for public understanding.
  • Young people require accessible and engaging educational materials on genome sequencing (GS).

Purpose of the Study:

  • To compare the educational effectiveness of an animation versus two types of leaflets (with and without images) for young people learning about genome sequencing.
  • To assess the impact of different educational formats on knowledge, attitudes, intentions, beliefs, and satisfaction regarding GS.

Main Methods:

  • An experimental survey design with 606 participants randomly assigned to animation, image-inclusive leaflet, or text-only leaflet groups.
  • Objective and subjective knowledge, attitudes, intentions, and beliefs towards GS were measured at baseline, post-intervention, and 6-week follow-up.
  • Participant satisfaction with the educational intervention was assessed post-intervention.

Main Results:

  • No significant differences were found in objective or subjective knowledge of GS between the intervention groups at post-intervention or follow-up.
  • Attitudes, intentions, and beliefs towards GS were not significantly affected by the type of educational intervention.
  • Participant satisfaction was significantly higher in the animation group compared to both leaflet groups.

Conclusions:

  • Both animations and leaflets are effective in delivering genomic education to young people.
  • Animations appear to be a more engaging format, leading to higher participant satisfaction than traditional leaflets.