Lei-Shih Chen1, Oi-Man Kwok, Patricia Goodson. 1. Department of Public Health, University of North Florida, 1 UNF Drive, Jacksonville, FL 32224-2673, USA. l.chen@unf.edu
Abstract
OBJECTIVES: We examined US health educators' likelihood of adopting genomic competencies--specific skills and knowledge in public health genomics--into health promotion and the factors influencing such likelihood. METHODS: We developed and tested a model to assess likelihood to adopt genomic competencies. Data from 1607 health educators nationwide were collected through a Web-based survey. The model was tested through structural equation modeling. RESULTS: Although participants in our study were not very likely to adopt genomic competencies into their practice, the data supported the proposed model. Awareness, attitudes, and self-efficacy significantly affected health educators' likelihood to incorporate genomic competencies. The model explained 60.3% of the variance in likelihood to incorporate genomic competencies. Participants' perceived compatibility between public health genomics and their professional and personal roles, their perceptions of genomics as complex, and the communication channels used to learn about public health genomics significantly related to genomic knowledge and attitudes. CONCLUSIONS: Because US health educators in our sample do not appear ready for their professional role in genomics, future research and public health work-force training are needed.
OBJECTIVES: We examined US health educators' likelihood of adopting genomic competencies--specific skills and knowledge in public health genomics--into health promotion and the factors influencing such likelihood. METHODS: We developed and tested a model to assess likelihood to adopt genomic competencies. Data from 1607 health educators nationwide were collected through a Web-based survey. The model was tested through structural equation modeling. RESULTS: Although participants in our study were not very likely to adopt genomic competencies into their practice, the data supported the proposed model. Awareness, attitudes, and self-efficacy significantly affected health educators' likelihood to incorporate genomic competencies. The model explained 60.3% of the variance in likelihood to incorporate genomic competencies. Participants' perceived compatibility between public health genomics and their professional and personal roles, their perceptions of genomics as complex, and the communication channels used to learn about public health genomics significantly related to genomic knowledge and attitudes. CONCLUSIONS: Because US health educators in our sample do not appear ready for their professional role in genomics, future research and public health work-force training are needed.
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