Abstract:

Background:
Incorporating genomic information to guide disease diagnosis and management decisions is an increasingly important part of healthcare delivery. However, healthcare professionals both in Australia and globally have reported low confidence, knowledge, and skills in this area. A short continuing professional development course in practical medical genomics was developed at University of New South Wales, Australia to address this growing area of need. The course is offered in fully online mode allowing flexible access for both local and distant healthcare professionals, and has been offered twice to date to a total of 63 participants.

Aim:
To evaluate the impact of the short course on participants’ perceived competence and confidence in incorporating genomic medicine into their clinical practice.

Methods:
The Capability, Opportunity and Motivation Model for Behaviour change (COM-B) underpinned the design and evaluation of the course. Participants could consent to providing researchers with access to several of their course learning and assessment activities for analysis. This included an anonymous reflective pre- and post-course survey, and their assessed self-development action plan completed at the completion of the course. The surveys included questions on perceived competence in relation to the course learning outcomes and perceived confidence in undertaking professional activities in genomic medicine. The surveys were constructed using existing evaluation instruments.

Results:
Of the course participants who consented to research, 100% reported improvement in their understanding of topics covered relating to various aspects of genomic medicine. Participants’ confidence in developing evidence-based patient and family-centred care plans, and in peer and patient genomic communication increased by 36% and 41% respectively. Perceived preparedness to incorporate genomics into practice increased from 26% to 87% at course completion.

Conclusion:
Our analysis identified areas where further training is required and provided insights for improving the effectiveness of this, and other similar courses. In addition, a few barriers to practicing genomic medicine were identified by the participants in their self-development action plans. Data suggests that short courses could be an effective component of continuing professional development to support a competent and confident healthcare workforce capable of incorporating genomic medicine into routine practice. Participants’ perceived confidence and competence in practicing genomic medicine improved across the cohort. The course predominantly was effective in improving perceived competence and confidence in communication and information seeking-related skills which are essential for life-long learners of genomic medicine.

Keywords:

Lifelong learning, Short courses, Professional development.