Implementation outcomes of a multiinstitutional web-based ethical, legal, and social implications genetics curriculum for primary care residents in three specialties

Malathi Srinivasan, Frank C. Day, Erin Griffin, Daniel J Tancredi, Wylie Burke, Linda Pinsky, Roberta A. Pagon, Jerome R. Hoffman, Michael S Wilkes

Research output: Contribution to journalArticle

7 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)553-562
Number of pages10
JournalGenetics in Medicine
Volume13
Issue number6
DOIs
StatePublished - Jun 2011

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Curriculum
Primary Health Care
Self Efficacy
Medical Genetics
Learning
Inborn Genetic Diseases
Teaching
Physicians

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 journalArticle

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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.",
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