Abstract：
A health workforce capable of implementing genomic medicine requires effective genomics education. Genomics education interventions developed for health professions over the last two decades, and their impact, are variably described in the literature. To inform an evaluation framework for genomics education, we undertook an exploratory scoping review of published needs assessments for, and/or evaluations of, genomics education interventions for health professionals from 2000 to 2023. We retrieved and screened 4,659 records across the two searches with 363 being selected for full-text review and consideration by an interdisciplinary working group. 104 articles were selected for inclusion in the review-60 needs assessments, 52 genomics education evaluations, and eight describing both. Included articles spanned all years and described education interventions in over 30 countries. Target audiences included medical specialists, nurses/midwives, and/or allied health professionals. Evaluation questions, outcomes, and measures were extracted, categorized, and tabulated to iteratively compare measures across stages of genomics education evaluation: planning (pre-implementation), development and delivery (implementation), and impact (immediate, intermediate, or long-term outcomes). They are presented here along with descriptions of study designs. We document the wide variability in evaluation approaches and terminology used to define measures and note that few articles considered downstream (long-term) outcomes of genomics education interventions. Alongside the evaluation framework for genomics education, results from this scoping review form part of a toolkit to help educators to undertake rigorous genomics evaluation that is fit for purpose and can contribute to the growing evidence base of the contribution of genomics education in implementation strategies for genomic medicine.
摘要：
能够实施基因组医学的卫生劳动力需要有效的基因组学教育。在过去的二十年中，为卫生专业开发了基因组学教育干预措施，以及它们的影响，在文献中有不同的描述。为基因组学教育提供评估框架，我们对已发布的需求评估进行了探索性范围审查，和/或评估，2000年至2023年卫生专业人员的基因组学教育干预措施。我们在两次搜索中检索并筛选了4,659条记录，其中363条被选择用于跨学科工作组的全文审查和审议。选择了104篇文章纳入审查-60需求评估，52个基因组学教育评估，和八个描述两者。收录的文章涵盖了所有年份，并描述了30多个国家的教育干预措施。目标受众包括医学专家，护士/助产士,和/或专职卫生专业人员。评价问题,结果，并提取了措施，分类,分类并制成表格，以反复比较基因组学教育评估各阶段的措施：计划（实施前），开发和交付(实施)，和影响(立即，中间,或长期结果)。它们与研究设计的描述一起出现在这里。我们记录了用于定义措施的评估方法和术语的广泛差异，并注意到很少有文章考虑了基因组学教育干预的下游（长期）结果。除了基因组学教育的评估框架之外，本范围审查的结果构成了一个工具包的一部分,该工具包旨在帮助教育工作者进行严格的基因组学评估,该评估符合目的,并且可以为基因组学教育在基因组医学实施策略中的贡献提供越来越多的证据基础.
