Telner Deanna, Carroll June C, Regehr Glenn, Tabak Diana, Semotiuk Kara, Freeman Risa
Department of Family and Community Medicine, University of Toronto.
Fam Med. 2017 Jun;49(6):443-450.
Given the increasing discussions of the impact of genetic medicine within family medicine, it is important to determine the most effective way of teaching this material to family medicine residents (FMRs). The objective of this study was to evaluate and compare the impact of three methods of delivering primary care genetic content to FMRs.
Curriculum materials and assessment tools were created to teach and evaluate knowledge, skills, and attitudes around four core competencies in primary care genetics, with a focus on hereditary colorectal cancer (CRC). Participants were randomly allocated to four learning conditions: (1) no intervention (control), (2) web-based module outlining genetic concepts applied to CRC, (3) live presentation of the web-based material, (4) live presentation and subsequent standardized patient (SP) encounter. Three months later, all participants completed a written knowledge test, attitude survey, and a standardized patient-based performance assessment.
Sixty FMRs completed the study. All three educational interventions resulted in significantly improved outcome measures in knowledge and skills but not attitudes, compared to control. There was no significant difference in outcomes between intervention groups.
FMRs acquired knowledge and improved skills in genetic medicine with three educational methods. Resources such as faculty expertise in genetic medicine and cost should guide decisions on curricular development for this rapidly expanding field. This may be especially relevant for programs with distributed teaching sites.
鉴于家庭医学领域内关于基因医学影响的讨论日益增多，确定向家庭医学住院医师（FMRs）教授该内容的最有效方法非常重要。本研究的目的是评估和比较三种向FMRs传授初级保健基因内容的方法的影响。
创建课程材料和评估工具，以教授和评估围绕初级保健遗传学四个核心能力的知识、技能和态度，重点是遗传性结直肠癌（CRC）。参与者被随机分配到四种学习条件：（1）无干预（对照组），（2）概述应用于CRC的基因概念的网络模块，（3）基于网络材料的现场演示，（4）现场演示及随后的标准化患者（SP）问诊。三个月后，所有参与者完成书面知识测试、态度调查以及基于标准化患者的绩效评估。
60名FMRs完成了研究。与对照组相比，所有三种教育干预措施在知识和技能方面的结果指标均有显著改善，但在态度方面没有改善。干预组之间的结果没有显著差异。
FMRs通过三种教育方法获得了基因医学方面的知识并提高了技能。基因医学方面的师资专业知识和成本等资源应指导这一快速发展领域的课程开发决策。这对于有分布式教学地点的项目可能尤为相关。
