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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 86

Figure 1. Longitudinal program evaluation. Specialty workshops were conducted over a 15-month period (August 2018-November 2019).
The blended learning course (online and workshops) occurred in August 2019. Follow-up surveys were deployed in 2021, with responses
for specialty workshops, a median of 23 months (range 16-32) and for blended learning course, a median of 20 months (range 19-20).
RR: response rate. Surveys could not be deployed for two neurology workshops, so denominators differ.

Survey data were collected using REDCap electronic data capture tools hosted at MCRI. Data were
[22]
exported, cleaned, and analyzed using STATA 16.1 . All surveys and all questions were optional, so totals
[23]
differed due to missing data. Percentages are reported to the nearest integer. Data were analyzed separately
for each program. To assess self-rated confidence, means were calculated and data were compared between
time points within each program using one-sided unpaired t-tests (normally distributed data), or Wilcoxon
rank-sum tests (non-normally distributed data). Self-rated understanding of a genomic test report was
assessed using chi-squared tests of pooled data at each time point to assess the change in distribution of
responses across categories over time. Understanding whether predictive testing can be offered for a VUS
was tested using a one-sided proportion test comparing correct with incorrect/unsure proportions across
time points. A P value < 0.05 was considered significant. Open-text responses were reviewed by at least two
[24]
authors both inductively and deductively for themes, then categorized .

RESULTS
Educational programs
When developing the learning objectives for each specialty workshop in 2018-2019, the Melbourne
Genomics staff observed a common subset of learning objectives that emerged across all specialties. These
objectives [Table 1] reflect concepts considered fundamental for all medical specialists to develop basic
understanding, skills and confidence in genomic testing, which can then be supplemented by specialty-
specific concepts for specialty workshops. The co-design team for the blended learning course deemed these
common learning objectives appropriate for the blended learning course. The content of both education
programs aligned with these learning objectives and was designed to relate participants’ existing knowledge
and clinical expertise to new learning of genomic testing relevant to their patients.

Specialty workshops
Eleven specialty workshops were held in 2018-2019 in genomics for germline (heritable) conditions in
cardiology, pediatric neurology and development (twice), adult neurology (thrice), pediatric acute care,
deafness, bone marrow failure, immunology, and dermatology. These specialties were targeted as they
aligned with the local availability of specialty “peer” experts and priorities. Two-hour workshops for up to
approximately 40 individuals included optional brief pre-reading material, a short presentation on key
concepts, then 3-4 specialty-specific clinical cases presented by a genetic or peer expert, interspersed with
facilitated small group case discussion (6-10 people) that addressed the learning objectives [Table 2 and
Supplementary Materials].