What works in genomics education: outcomes of an evidenced-based instructional model for community-based physicians

Purpose: Education of practicing health professionals is likely to be one factor that will speed appropriate integration of genomics into routine clinical practice. Yet many health professionals, including physicians, find it difficult to keep up with the rapid pace of clinical genomic advances and are often uncomfortable using genomic information in practice. Methods: Having identified the genomics educational needs of physicians in a Silicon Valley–area community hospital, we developed, implemented, and evaluated an educational course entitled Medicine’s Future: Genomics for Practicing Doctors. The course structure and approach were based on best practices in adult learning, including interactivity, case-based learning, skill-focused objectives, and sequential monthly modules. Results: Approximately 20–30 physicians attended each module. They demonstrated significant gains in genomics knowledge and confidence in practice skills that were sustained throughout and following the course. Six months following the course, the majority of participants reported that they had changed their practice to incorporate skills learned during the course. Conclusion: We believe the adult-learning principles underlying the development and delivery of Medicine’s Future were responsible for participants’ outcomes. These principles form a model for the development and delivery of other genomics educational programs for health professionals. Genet Med 18 7, 737–745.