Wynn Julia, Wei Wei, Li Xinhang, So Yat S, Bakken Suzanne, Weng Chunhua, Chung Wendy K
Department of Pediatrics, Columbia University Irving Medical Center, New York, NY.
Ms. Wynn and Dr. Wei contributed equally to this work b Dr. Chung and Dr. Weng contributed equally to this work.
AMIA Annu Symp Proc. 2020 Mar 4;2019:923-932. eCollection 2019.
Genomic medicine has created an urgent need for scalable genomic education. One promising approach is self-guided learning platforms. Understanding how these platforms are used is critical to guide their effective development and implementation. This study contributes a log-based method to study user engagement with online genomic educational videos among participants in a genomic screening study. We collected baseline demographics, logged participant usage and compared pre- and post-education genomic knowledge. Participants (N=390) who chose website access differed from those who declined access (N=81) and were more likely to be non-Latino, English speaking, younger, and have higher educational attainment. Only 45% who accessed the website viewed at least one video. The average video exposure time was 12 minutes. Longer exposure was not associated with an improvement in the user's genomic knowledge. Our study and future studies of user analytics should be used to guide the development of effective, scalable genomic education methods.
基因组医学引发了对可扩展基因组学教育的迫切需求。一种有前景的方法是自我引导式学习平台。了解这些平台的使用方式对于指导其有效开发和实施至关重要。本研究贡献了一种基于日志的方法，用于研究基因组筛查研究参与者对在线基因组教育视频的用户参与度。我们收集了基线人口统计学数据，记录了参与者的使用情况，并比较了教育前后的基因组知识。选择访问网站的参与者（N = 390）与拒绝访问的参与者（N = 81）不同，前者更有可能是非拉丁裔、说英语、更年轻且受教育程度更高。访问网站的人中只有45%观看了至少一个视频。视频的平均观看时长为12分钟。观看时长较长与用户基因组知识的提高并无关联。我们的研究以及未来关于用户分析的研究应用于指导有效且可扩展的基因组学教育方法的开发。
