Evidence map›Paper›PMID 26583682›Full record

ArticleGenetics in medicine : official journal of the American College of Medical Genetics2016

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

E Kate Reed, Katherine A Johansen Taber, Therese Ingram Nissen, Suzanna Schott, Lynn O Dowling, James C O'Leary, Joan A Scott

Abstract read
PubMed Publisher
In one paragraph

Article in Genetics in medicine : official journal of the American College of Medical Genetics, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 33 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
33citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

33 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Genetics/genomics education for nongenetic health professionals: a systematic literature review.Genetics in medicine : official journal of the American College of Medical Genetics · 2017
    Pooled it
  2. Introducing Precision Medicine into an Undergraduate Medical Curriculum: An Interactive Lecture and Case-Based Learning Activity.Journal of cancer education : the official journal of the American Association for Cancer Education · 2026
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  13. Integrating clinical genetics in cardiology: Current practices and recommendations for education.Genetics in medicine : official journal of the American College of Medical Genetics · 2022
    Article
  14. Article
  15. Improved provider preparedness through an 8-part genetics and genomic education program.Genetics in medicine : official journal of the American College of Medical Genetics · 2022
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

E Kate ReedNational Coalition for Health Professional Education in Genetics, Lutherville, Maryland, USA.ORCID 0000-0003-3307-8093
Katherine A Johansen TaberDivision of Science and Biotechnology, American Medical Association, Chicago, Illinois, USA.ORCID 0000-0003-3051-2667
Therese Ingram NissenNational Coalition for Health Professional Education in Genetics, Lutherville, Maryland, USA.
Suzanna SchottNational Coalition for Health Professional Education in Genetics, Lutherville, Maryland, USA.
Lynn O DowlingGenomic Medicine Institute, El Camino Hospital, Mountain View, California, USA.
James C O'LearyGenetic Alliance, Washington, District of Columbia, USA.
Joan A ScottNational Coalition for Health Professional Education in Genetics, Lutherville, Maryland, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

purposeEducation 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.

methodsHaving 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.

resultsApproximately 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.

conclusionWe 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.

Indexed as

Education, MedicalAdultFemaleGenome, HumanGenomicsHealth PersonnelHumansMaleMiddle AgedModels, EducationalPhysicians

Identifiers

PMID26583682

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.