Abstract
While many genetic professionals are involved in the education of lay and professional audiences, most do not have formal training in education theory and program design. Partnerships with adult education experts can provide additional resources and improve the level of instruction, thereby increasing the impact of an educational intervention. This report discusses the experience of a multidisciplinary team of educators, clinicians, and researchers partnering to develop evidence-based education for cardiology practitioners. It includes practical advice for how clinicians and educators can develop more effective education through collaboration, needs assessment, instructional design, and iterative content development.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 216-221 |
| Number of pages | 6 |
| Journal | Journal of Genetic Counseling |
| Volume | 33 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 2024 |
Funding
This project was funded, in part, by the American Heart Association Cardiac Death Strategically Focused Research Network (grants 19SFRN32830054 and 19SFRN34850101), a Strategically Focused Research Network grant from the American Heart Association, United States. We would like to thank Laura Rasmussen‐Torvik and Kristen DeBerg for their contributions to the education program and collaborative project described in this paper.
Keywords
- cardiology
- education
- genetic literacy
- multidisciplinary
- professional development
- program evaluation
- risk assessment
ASJC Scopus subject areas
- Genetics(clinical)