Mitchell Sharon, Schmitz Felix M, Janczukowicz Janusz, Buzzi Ann-Lea, Haas Noëlle, Hitzblech Tanja, Wagenfuehr Julia, Guessous Idris, Guttormsen Sissel
Institute of Medical Education (IML), University of Bern, Bern, Switzerland.
Graduate School of Health Sciences (GHS), University of Bern, Bern, Switzerland.
J CME. 2025 Jul 21;14(1):2526234. doi: 10.1080/28338073.2025.2526234. eCollection 2025.
: Quality continuing education (CE) interventions should be effective, fit-for-purpose, and flexible for healthcare professionals. However, variability in the quality of reported interventions limits their impact. Education providers must ensure well-designed learning experiences to maximise efficiency and relevance. This study details the systematic design of a genomic testing learning intervention, incorporating practical exercises and aligning with educational principles to evaluate its impact on knowledge acquisition, self-efficacy, and skills performance.
: The intervention, conducted in a skills laboratory in Bern, Switzerland, included an interactive online learning module based on learning science principles. Participants engaged in simulated patient (SP) encounters to apply their skills, followed by an informal debriefing session with SPs and content experts. A pre-test post-test study design measured applied knowledge (patient scenario test), self-efficacy (confidence ratings), and skills performance (SP assessments). Wilcoxon tests assessed improvements, Mann-Whitney U tests identified group differences, and Pearson's r calculated effect sizes.
: Sixteen participants enrolled, including general practitioners ( = 8) and 4th year medical students ( = 8). In total, the balance of female/male participants was 9(=female)/7(=male), with an overall age of = 35.9. After the intervention, participants had significantly higher applied knowledge scores ( = 98, || = 2.89, = .004; = .72), self-reported significantly higher confidence in genomic testing skills ( = 134, || = 3.41, < .001; = 0.85) and had significantly higher skills performance scores ( = 107, || = 2.02, = .044; = .50).
: A well-designed learning intervention in genomic testing significantly improved applied knowledge, self-efficacy and skills performance in primary care. These findings underscore the importance of structured CE programmes, highlighting instructional design as a key factor in optimising learning outcomes.
高质量的继续医学教育（CE）干预措施应具有有效性、针对性且对医疗保健专业人员具有灵活性。然而，所报告干预措施质量的差异限制了其影响。教育提供者必须确保设计良好的学习体验，以最大限度地提高效率和相关性。本研究详细介绍了一项基因组检测学习干预措施的系统设计，该设计纳入了实践练习并符合教育原则，以评估其对知识获取、自我效能感和技能表现的影响。
该干预措施在瑞士伯尔尼的一个技能实验室进行，包括一个基于学习科学原理的交互式在线学习模块。参与者参与模拟患者（SP）会诊以应用他们的技能，随后与SP和内容专家进行非正式的汇报会。采用前测后测研究设计来测量应用知识（患者情景测试）、自我效能感（信心评级）和技能表现（SP评估）。采用Wilcoxon检验评估改善情况，Mann-Whitney U检验确定组间差异，Pearson相关系数r计算效应大小。
16名参与者报名参加，包括全科医生（n = 8）和四年级医学生（n = 8）。女性/男性参与者的总体比例为9（女性）/7（男性），平均年龄为35.9岁。干预后，参与者的应用知识得分显著更高（n = 98，Z = 2.89，p = 0.004；r = 0.72），自我报告对基因组检测技能的信心显著更高（n = 134，Z = 3.41，p < 0.001；r = 0.85），并且技能表现得分显著更高（n = 107，Z = 2.02，p = 0.
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