Does Education Design Matter? Evaluating an Evidence-Based Continuing Education Intervention on Genomic Testing for...

Area of Science:

• Medical Education
• Genomics
• Healthcare Professional Development

Background:

• Quality continuing education (CE) is crucial for healthcare professionals, yet variable intervention quality limits impact.
• Effective CE requires well-designed learning experiences that are fit-purpose, flexible, and relevant.
• This study focuses on the systematic design of a genomic testing learning intervention to address these quality concerns.

Purpose of the Study:

• To systematically design and evaluate a genomic testing learning intervention.
• To assess the intervention's impact on knowledge acquisition, self-efficacy, and skills performance.
• To align the intervention with educational principles for maximum efficiency and relevance.

Main Methods:

• An interactive online module based on learning science principles was developed.
• Participants engaged in simulated patient encounters for practical skill application.
• A pre-test/post-test design measured applied knowledge, self-efficacy, and skills performance, with statistical analysis using Wilcoxon and Mann-Whitney U tests.

Main Results:

• Sixteen participants (8 general practitioners, 8 medical students) completed the study.
• Significant improvements were observed in applied knowledge (p=.004), self-efficacy (p<.001), and skills performance (p=.044).
• Effect sizes (r) ranged from 0.50 to 0.85, indicating substantial improvements.

Conclusions:

• A structured genomic testing learning intervention significantly enhances applied knowledge, self-efficacy, and skills in primary care settings.
• Instructional design is a critical factor in optimizing learning outcomes for CE programs.
• Well-designed interventions are essential for effective healthcare professional development in genomics.