The Gen-Equip Project: evaluation and impact of genetics e-learning resources for primary care in six European languages

Leigh Jackson, Anita O'Connor, Milena Paneque, Vaclava Curtisova, Peter W Lunt, Radka Kremlíková Pourova, Milan Macek, Vigdis Stefansdottir, Daniela Turchetti, Mariana Campos, Lidewij Henneman, Lea Godino, Heather Skirton, Martina C Cornel

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

PURPOSE: Genetic advances mean patients at risk of genetic conditions can be helped through testing, clinical screening, and preventive treatment, but they must first be identified to benefit. Ensuring quality of genetic care for patients requires genetic expertise in all health services, including primary care. To address an educational shortfall, a series of e-learning resources was developed in six languages to equip primary care professionals with genetic skills relevant for practice. The purpose of the study was to evaluate these resources using Kirkpatrick's framework for educational outcomes.

METHODS: Mixed methods (qualitative and quantitative) were used over four phases of the study.

RESULTS: A high level of satisfaction with the resources was reported. Knowledge and skills improved significantly after using the education material. Participants reported changes in confidence and practice behavior, including family history taking, seeking advice from specialists and referring patients. The resources helped users to learn how to explain genetics. Many visited the resources repeatedly and some used them to educate colleagues or students.

CONCLUSION: Gen-Equip modules are effective in improving genetic knowledge, skills, and attitudes for primary care professionals. They provide both continuing professional development and just-in-time learning for a potentially large global audience at a practical level.

Original languageEnglish
Pages (from-to)718-726
JournalGenetics in Medicine
Volume21
Issue number3
Early online date27 Jul 2018
DOIs
Publication statusPublished - 1 Mar 2019

Cite this