PURPOSE: The need for education programs to facilitate the integration of genetics into health practice is well recognized. The inclusion of education as an aspect of genetics policy and the establishment of national bodies for genetics education extend program development beyond ad hoc programs conducted by individual practitioners. A framework for the development of an effective program is required that has a strong theoretic basis and incorporates rigorous evaluation. METHODS: Relevant aspects of three theories that can inform genetics education programs are described: program logic modeling, adult learning theory, and evaluation theory. These are drawn on to develop a framework for the development and implementation of genetics education programs for health professionals and concurrent evaluation. RESULTS: The utility of the framework is demonstrated in the development and implementation of "The Genetics File" program, a multifaceted program for general practitioners, comprising an enduring print resource and interactive workshop. The evaluation strategy developed is also documented. CONCLUSIONS: Program logic, adult learning theory, and evaluation theory together provide a useful and relevant theoretic framework for the development of genetics education programs for health professionals.
PURPOSE: The need for education programs to facilitate the integration of genetics into health practice is well recognized. The inclusion of education as an aspect of genetics policy and the establishment of national bodies for genetics education extend program development beyond ad hoc programs conducted by individual practitioners. A framework for the development of an effective program is required that has a strong theoretic basis and incorporates rigorous evaluation. METHODS: Relevant aspects of three theories that can inform genetics education programs are described: program logic modeling, adult learning theory, and evaluation theory. These are drawn on to develop a framework for the development and implementation of genetics education programs for health professionals and concurrent evaluation. RESULTS: The utility of the framework is demonstrated in the development and implementation of "The Genetics File" program, a multifaceted program for general practitioners, comprising an enduring print resource and interactive workshop. The evaluation strategy developed is also documented. CONCLUSIONS: Program logic, adult learning theory, and evaluation theory together provide a useful and relevant theoretic framework for the development of genetics education programs for health professionals.
Authors: June A Peters; Regina Kenen; Lindsey M Hoskins; Laura M Koehly; Barry Graubard; Jennifer T Loud; Mark H Greene Journal: J Genet Couns Date: 2011-05-06 Impact factor: 2.537
Authors: Anne Kennedy; Carolyn Chew-Graham; Thomas Blakeman; Andrew Bowen; Caroline Gardner; Joanne Protheroe; Anne Rogers; Linda Gask Journal: Implement Sci Date: 2010-01-29 Impact factor: 7.327
Authors: Elisa Jf Houwink; Scheltus J van Luijk; Lidewij Henneman; Cees van der Vleuten; Geert Jan Dinant; Martina C Cornel Journal: BMC Fam Pract Date: 2011-02-17 Impact factor: 2.497
Authors: Elisa J F Houwink; Arno M M Muijtjens; Sarah R van Teeffelen; Lidewij Henneman; Jan Joost Rethans; Florijn Jacobi; Liesbeth van der Jagt; Irina Stirbu; Scheltus J van Luijk; Connie T R M Stumpel; Hanne E Meijers-Heijboer; Cees van der Vleuten; Martina C Cornel; Geert Jan Dinant Journal: PLoS One Date: 2015-04-02 Impact factor: 3.240