Sustained effects of online genetics education: a randomized controlled trial on oncogenetics
Sustained effects of online genetics education: a randomized controlled trial on oncogenetics
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DOI：
10.1038/ejhg.2013.163
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发表时间：
2014-03-01
影响因子：
5.2
通讯作者：
Cornel, Martina C.
中科院分区：
文献类型：
--
作者：
Houwink, Elisa J. F.;van Teeffelen, Sarah R.;Cornel, Martina C.
人们越来越期望医疗专业人员在日常患者护理中提供遗传服务。然而，遗传学教育被认为是次优的，迫切需要修订和创新。我们设计了一个遗传学电子学习持续专业发展（CPD）模块，旨在提高全科医生（GP）对肿瘤遗传学的知识，我们进行了一项随机对照试验，以评估柯克帕特里克框架（满意度，学习和行为）的前两个层次的结果。在2011年9月至2012年3月期间，进行了一项平行组、保留前和保留后（6个月随访）对照组干预试验，使用经验证的问卷进行重复测量。80名荷兰全科医生志愿者被随机分配到干预组或对照组。对该模块的满意度很高，三个项目的得分范围为4.1-4.3（5分制），总体得分为7.9（10分制）。测验后和保持测验时的知识增益分别为0.055（P < 0.05）和0.079（P < 0.01），具有中等效应量（分别为0.27和0.31）。参与者赞赏知识方面在日常实践中的适用性（项目得分3.3-3.8，5分制），但自我报告的疾病识别，转诊专家和基因检测的可能性/局限性知识的得分接近中性（2.7-2.8，5分制）。遗传学电子学习CPD模块被证明是一种可行的，令人满意的和临床适用的方法，以提高肿瘤遗传学知识。教育效果可以为进一步开发旨在提高医生遗传学知识的在线遗传学模块提供信息，并可能在国际上和更广泛的潜在受众中具有相关性。
Medical professionals are increasingly expected to deliver genetic services in daily patient care. However, genetics education is considered to be suboptimal and in urgent need of revision and innovation. We designed a Genetics e-learning Continuing Professional Development (CPD) module aimed at improving general practitioners' (GPs') knowledge about oncogenetics, and we conducted a randomized controlled trial to evaluate the outcomes at the first two levels of the Kirkpatrick framework (satisfaction, learning and behavior). Between September 2011 and March 2012, a parallel-group, pre- and post-retention (6-month follow-up) controlled group intervention trial was conducted, with repeated measurements using validated questionnaires. Eighty Dutch GP volunteers were randomly assigned to the intervention or the control group. Satisfaction with the module was high, with the three item's scores in the range 4.1-4.3 (5-point scale) and a global score of 7.9 (10-point scale). Knowledge gains post test and at retention test were 0.055 (P < 0.05) and 0.079 (P < 0.01), respectively, with moderate effect sizes (0.27 and 0.31, respectively). The participants appreciated applicability in daily practice of knowledge aspects (item scores 3.3-3.8, five-point scale), but scores on self-reported identification of disease, referral to a specialist and knowledge about the possibilities/limitations of genetic testing were near neutral (2.7-2.8, five-point scale). The Genetics e-learning CPD module proved to be a feasible, satisfactory and clinically applicable method to improve oncogenetics knowledge. The educational effects can inform further development of online genetics modules aimed at improving physicians' genetics knowledge and could potentially be relevant internationally and across a wider range of potential audiences.