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delivery of education, particularly in case discussions, not only builds capability in genomics, but also
increases motivation through articulation and illustration of the relevance of genomics to the specialty.
Strengthening cross-specialty relationships also provides an opportunity to practice genomic medicine. We
would encourage more people to use peer experts purposively in both co-design and delivery of education
programs, and explicitly report how they leverage specialist knowledge to bridge gaps between clinical
genetics and other medical specialties.

DECLARATIONS
Acknowledgments
The study was funded by the State Government of Victoria and the 10 member organizations of the
Melbourne Genomics Health Alliance (The Royal Melbourne Hospital, The Royal Children’s Hospital, The
University of Melbourne, WEHI, Murdoch Children’s Research Institute, CSIRO, Australian Genome
Research Facility, Peter MacCallum Cancer Centre, Austin Health, and Monash Health). The authors would
like to thank all those involved in the development of the educational materials and presentation and
facilitation at workshops. For the workshops, these included Lauren Akesson, David Amor, Sam Ayres, Sam
Berkovic, Piers Blombery, Vanessa Bryant, Lisette Curnow, Jo Douglass, Lilian Downie, Dhamidhu Eratne,
Michael Fahey, Lucy Fox, Tegan French, David Hare, Paul James, Anna Jarmolowicz, Emma Krzesinski,
Rick Leventer, Jennifer Lickiss, Ivan Macciocca, Fiona Moghaddas, Jay Ramchand, Chris Richmond,
Georgina Ryland, Amy Schneider, Adrienne Sexton, Charlotte Slade, Kortnye Smith, Chloe Stutterd,
Zornitza Stark, Valerie Sung, Tiong Tan, Ella Thompson, Tina Thompson, Alison Trainer, Jitendra Vohra,
Mathew Wallis, Sue White, Ingrid Winship, Dong Anh Khuong Quang, Huiling Xu, Alison Yeung, and
Dominica Zentner. Contributors for the blended learning course online content were Chloe Stutterd,
Kortnye Smith, Sue White, Gemma Brett, Michelle de Silva, and Zoë McCallum. We also thank Ling Lee
and Daniela Bodemer for assisting with human research ethics committee approval, Susan Donath for
advising on analyses, and Callum McEwan for assisting with data collection, cleaning and analysis. We also
thank Sylvia Metcalfe for her helpful review of the draft manuscript.

Authors’ contributions
Contributed to all stages of this work and manuscript preparation: Maher F, Lynch E
Made substantial contributions to the design of the work and data interpretation, plus drafting or critically
revising the manuscript for important intellectual content: Martyn M, Nisselle A, Gaff C
Contributed to the development of educational materials for the blended learning course and critically
reviewed the manuscript: Charles T
Contributed to data cleaning, analysis and manuscript preparation: Tytherleigh R

Availability of data and materials
The surveys and datasets generated during and/or analyzed during the current study are available from the
corresponding author upon reasonable request. Some education materials are available at https://learn-
genomics.org.au.

Financial support and sponsorship
This was supported by the Victorian Government Department of Health and Human Services
(www.dhhs.vic.gov.au/) and the Victorian Government Operational Infrastructure Program. The funding
body did not have any role in the design, collection, analysis or interpretation of data, nor the writing of the
manuscript.