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Maher et al. J Transl Genet Genom 2023;7:94-109 https://dx.doi.org/10.20517/jtgg.2023.04 Page 82

Maher et al. J Transl Genet Genom 2023;7:94-109 Journal of Translational
DOI: 10.20517/jtgg.2023.04
Genetics and Genomics

Original Article Open Access

Genomics education for medical specialists: case-
based specialty workshops and blended learning

1,2
1,4
Fran Maher 1,3,5,# , Amy Nisselle 1,4,5,# , Elly Lynch , Melissa Martyn 1,4,5 , Rigan Tytherleigh , Taryn
1,2
Charles , Clara Gaff 1,3,4,5
1
Melbourne Genomics Health Alliance, Melbourne, VIC 3052, Australia.
2
Victorian Clinical Genetics Services, Melbourne, VIC 3052, Australia.
3
WEHI, Melbourne, VIC 3052, Australia.
4
Genomics in Society, Murdoch Children’s Research Institute, Melbourne, VIC 3052, Australia.
5
Department of Paediatrics, The University of Melbourne, VIC 3010, Australia.
#
The first authors contributed equally to the work.
Correspondence to: Prof. Clara Gaff, Department of Paediatrics, The University of Melbourne, Parkville, Carlton, VIC 3010,
Australia. E-mail: cgaff@unimelb.edu.au
How to cite this article: Maher F, Nisselle A, Lynch E, Martyn M, Tytherleigh R, Charles T, Gaff C. Genomics education for
medical specialists: case-based specialty workshops and blended learning. J Transl Genet Genom 2023;7:94-109.
https://dx.doi.org/10.20517/jtgg.2023.04
Received: 1 Feb 2023 First Decision: 27 Mar 2023 Revised: 18 Apr 2023 Accepted: 16 May 2023 Published: 1 Jun 2023
Academic Editors: Brian Hon-Yin Chung, Nathan A. Berger Copy Editor: Fangling Lan Production Editor: Fangling Lan

Abstract
Aim: To develop and evaluate genomics education programs for health professionals to expedite the translation of
genomics into healthcare.

Methods: Our co-design team of genetic specialists, expert medical specialist peers, and genomics educators
developed two continuing genomics education programs for health professionals: stand-alone, specialty-specific
workshops and a generic blended learning course, combining online learning with workshops. Both programs
referenced adult learning theories; workshops included case-based learning and expert peer-led discussion.
Longitudinal surveys evaluated changes in confidence and understanding of genomic testing processes and clinical
practice.

Results: We delivered eleven specialty workshops (414 attendees) and a blended learning course comprising four
self-directed online modules (61 users) and workshops (71 attendees) for mixed-specialty groups with adult,
pediatric, or oncology cases. Surveys (214 workshops; 63 blended) showed that both programs significantly
increased confidence and understanding of genomic testing processes. Blended learning participants showed

© The Author(s) 2023. Open Access This article is licensed under a Creative Commons Attribution 4.0
International License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, sharing,
adaptation, distribution and reproduction in any medium or format, for any purpose, even commercially, as
long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and
indicate if changes were made.

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