Abstract
Purpose: Medical genetics lends itself to disseminated teaching methods because of mismatches between numbers of physicians having patients with genetic disorders and availability of genetic specialists. Method: During 3 years, we implemented an interactive, web-based curriculum on ethical, legal, and social implications in medical genetics for primary care residents in three specialties at three institutions. Residents took five (of 10) cases and three (of five) tutorials that varied by specialty. We assessed changes in self-efficacy (primary outcome), knowledge, application, and viewpoints. Results: Overall enrollment was 69% (279/403). One institution did not complete implementation and was dropped from pre-post comparisons. We developed a six-factor ethical, legal, and social implications self-efficacy scale (Cronbach α = 0.95). Baseline self-efficacy was moderate (71/115; range: 23-115) and increased 15% after participation. Pre-post knowledge scores were high and unchanged. Residents reported that this curriculum covered ethical, legal, and social implications/genetics better than their usual curricula. Most (68-91%) identified advantages, especially in providing flexibility and stimulating self-directed learning. After participation, residents reported creating learning goals (66%) and acting on those goals (62%). Conclusions: Ethical, legal, and social implications genetics curricular participation led to modest self-efficacy gains. Residents reported that the curriculum covered unique content areas, had advantages over traditional curriculum, and that they applied ethical, legal, and social implications content clinically. We share lessons from developing and implementing this complex web-based curriculum across multiple institutions.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 553-562 |
| Number of pages | 10 |
| Journal | Genetics in Medicine |
| Volume | 13 |
| Issue number | 6 |
| DOIs | |
| State | Published - Jun 2011 |
Fingerprint
Keywords
- case-based learning
- medical education
- primary care
- residency education
- self-directed learning
- web-based learning
ASJC Scopus subject areas
- Genetics(clinical)
Cite this
Implementation outcomes of a multiinstitutional web-based ethical, legal, and social implications genetics curriculum for primary care residents in three specialties. / Srinivasan, Malathi; Day, Frank C.; Griffin, Erin; Tancredi, Daniel J; Burke, Wylie; Pinsky, Linda; Pagon, Roberta A.; Hoffman, Jerome R.; Wilkes, Michael S.
In: Genetics in Medicine, Vol. 13, No. 6, 06.2011, p. 553-562.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Implementation outcomes of a multiinstitutional web-based ethical, legal, and social implications genetics curriculum for primary care residents in three specialties
AU - Srinivasan, Malathi
AU - Day, Frank C.
AU - Griffin, Erin
AU - Tancredi, Daniel J
AU - Burke, Wylie
AU - Pinsky, Linda
AU - Pagon, Roberta A.
AU - Hoffman, Jerome R.
AU - Wilkes, Michael S
PY - 2011/6
Y1 - 2011/6
N2 - Purpose: Medical genetics lends itself to disseminated teaching methods because of mismatches between numbers of physicians having patients with genetic disorders and availability of genetic specialists. Method: During 3 years, we implemented an interactive, web-based curriculum on ethical, legal, and social implications in medical genetics for primary care residents in three specialties at three institutions. Residents took five (of 10) cases and three (of five) tutorials that varied by specialty. We assessed changes in self-efficacy (primary outcome), knowledge, application, and viewpoints. Results: Overall enrollment was 69% (279/403). One institution did not complete implementation and was dropped from pre-post comparisons. We developed a six-factor ethical, legal, and social implications self-efficacy scale (Cronbach α = 0.95). Baseline self-efficacy was moderate (71/115; range: 23-115) and increased 15% after participation. Pre-post knowledge scores were high and unchanged. Residents reported that this curriculum covered ethical, legal, and social implications/genetics better than their usual curricula. Most (68-91%) identified advantages, especially in providing flexibility and stimulating self-directed learning. After participation, residents reported creating learning goals (66%) and acting on those goals (62%). Conclusions: Ethical, legal, and social implications genetics curricular participation led to modest self-efficacy gains. Residents reported that the curriculum covered unique content areas, had advantages over traditional curriculum, and that they applied ethical, legal, and social implications content clinically. We share lessons from developing and implementing this complex web-based curriculum across multiple institutions.
AB - Purpose: Medical genetics lends itself to disseminated teaching methods because of mismatches between numbers of physicians having patients with genetic disorders and availability of genetic specialists. Method: During 3 years, we implemented an interactive, web-based curriculum on ethical, legal, and social implications in medical genetics for primary care residents in three specialties at three institutions. Residents took five (of 10) cases and three (of five) tutorials that varied by specialty. We assessed changes in self-efficacy (primary outcome), knowledge, application, and viewpoints. Results: Overall enrollment was 69% (279/403). One institution did not complete implementation and was dropped from pre-post comparisons. We developed a six-factor ethical, legal, and social implications self-efficacy scale (Cronbach α = 0.95). Baseline self-efficacy was moderate (71/115; range: 23-115) and increased 15% after participation. Pre-post knowledge scores were high and unchanged. Residents reported that this curriculum covered ethical, legal, and social implications/genetics better than their usual curricula. Most (68-91%) identified advantages, especially in providing flexibility and stimulating self-directed learning. After participation, residents reported creating learning goals (66%) and acting on those goals (62%). Conclusions: Ethical, legal, and social implications genetics curricular participation led to modest self-efficacy gains. Residents reported that the curriculum covered unique content areas, had advantages over traditional curriculum, and that they applied ethical, legal, and social implications content clinically. We share lessons from developing and implementing this complex web-based curriculum across multiple institutions.
KW - case-based learning
KW - medical education
KW - primary care
KW - residency education
KW - self-directed learning
KW - web-based learning
UR - http://www.scopus.com/inward/record.url?scp=79959192998&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79959192998&partnerID=8YFLogxK
U2 - 10.1097/GIM.0b013e31820e279a
DO - 10.1097/GIM.0b013e31820e279a
M3 - Article
C2 - 21543989
AN - SCOPUS:79959192998
VL - 13
SP - 553
EP - 562
JO - Genetics in Medicine
JF - Genetics in Medicine
SN - 1098-3600
IS - 6
ER -