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Original Research ARTICLE Provisionally accepted The full-text will be published soon. Notify me

Front. Genet. | doi: 10.3389/fgene.2019.01057

Ensuring Best Practice in Genomic Education and Evaluation: A Program Logic Approach

 Amy Nisselle1, 2, 3*, Melissa Martyn2, 3, 4,  Helen Jordan3, 5, Nadia Kaunein2, 3, 5,  Alison McEwen6, Chirag Patel7,  Bronwyn Terrill1, 8, 9,  Michelle Bishop10,  Sylvia A. Metcalfe1, 2, 3 and Clara Gaff1, 2, 3
  • 1Australian Genomics Health Alliance, Australia
  • 2Murdoch Childrens Research Institute (MCRI), Australia
  • 3The University of Melbourne, Australia
  • 4Melbourne Genomics Health Alliance, Australia
  • 5Melbourne School of Population and Global Health, Australia
  • 6Graduate School of Health, University of Technology Sydney, Australia
  • 7Genetic Health Queensland, Royal Brisbane and Women’s Hospital, Australia
  • 8Kinghorn Centre for Clinical Genomics, Garvan Institute of Medical Research, Australia
  • 9University of New South Wales, Australia
  • 10Health Education England, United Kingdom

Targeted genomic education and training of professionals have been identified as core components of strategies and implementation plans for the use of genomics in health care systems. Education needs to be effective and support the sustained and appropriate use of genomics in health care. Evaluation of education programs to identify effectiveness is challenging. Furthermore, those responsible for development and delivery are not necessarily trained in education and/or evaluation. Program logic models have been used to support the development and evaluation of education programs by articulating a logical explanation as to how a program intends to produce the desired outcomes. These are highly relevant to genomic education programs, but do not appear to have been widely used to date. To assist those developing and evaluating genomic education programs, and as a first step towards enabling identification of effective genomic education approaches, we developed a consensus program logic model for genomic education. We drew on existing literature and a co-design process with 24 international genomic education and evaluation experts to develop the model. The general applicability of the model to the development of programs was tested by program convenors across four diverse settings. Conveners reported on the utility and relevance of the logic model across development, delivery and evaluation. As a whole, their feedback suggests that the model is flexible and adaptive across university award programs, competency development and continuing professional development activities. We discuss this program logic model as a potential best practice mechanism for developing genomic education, and to support development of an evaluation framework and consistent standards to evaluate and report genomic education program outcomes and impacts.

Keywords: Education, Evaluation, Program logic, Genomic Medicine, Theory, Workforce

Received: 01 Aug 2019; Accepted: 02 Oct 2019.

Copyright: © 2019 Nisselle, Martyn, Jordan, Kaunein, McEwen, Patel, Terrill, Bishop, Metcalfe and Gaff. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Dr. Amy Nisselle, Australian Genomics Health Alliance, Melbourne, 3052, Australia, amy.nisselle@mcri.edu.au