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Evaluating changes to health care provider self-efficacy for clinical genomic testing after online education modules

Celaya, Romeo
http://orcid.org/0009-0005-1541-5422
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1703173261526163

Abstract Details

2023, MS, University of Cincinnati, Medicine: Genetic Counseling.
Health care provider (HCP) continuing education with regard to genomic testing remains an area of concern. Numerous studies have shown the benefits of continuing education for HCPs, including through online modules, in improving confidence for utilizing clinical genomic testing. It remains unclear if these approaches have changed how HCPs perceive their own knowledge. We utilized a modified version of a validated genetic counseling self-efficacy scale to assess what changes in self-efficacy can be observed when comparing HCP response before and after completion of a series of case-based, online, genomic education modules (GEMs). Focusing in on 12 genetic counseling competencies, participants were surveyed before and after completion of online education modules on genomic testing. We also considered whether completion of the GEMs could affect other variables such as changes in practice behavior including referrals to clinical genetics providers and genomic tests ordered. We hypothesized that HCP self-efficacy in the 12 target areas would improve after completion of the modules. Sixteen HCPs, across various specialties, completed the modules and both pre and post-test surveys. Using a paired t-test, we found significant improvements in mean self-efficacy in 8 of the 12 categories for which participants were surveyed (p ? 0.004) after their completion of the online modules. We saw a trend towards increase in both absolute genomic test ordering and referrals to HCPs in genetics though below the established significance threshold. The results of this study suggest improvement in HCP self-efficacy after completion of educational modules and provide an approach to measure HCP self-efficacy for other genomic educational modules. Additional studies involving a larger sample size are needed.
Laura Ramsey, Ph.D. (Committee Chair)
Cynthia Prows, R.N. M.S.N. (Committee Member)
Carrie Atzinger, M.S. C.G.C. (Committee Member)
47 p.
Health Sciences
self-efficacy; genomic testing; physician education; continuing education

Recommended Citations

Citations

  • Celaya, R. (2023). Evaluating changes to health care provider self-efficacy for clinical genomic testing after online education modules [Master's thesis, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1703173261526163

    APA Style (7th edition)

  • Celaya, Romeo. Evaluating changes to health care provider self-efficacy for clinical genomic testing after online education modules. 2023. University of Cincinnati, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1703173261526163.

    MLA Style (8th edition)

  • Celaya, Romeo. "Evaluating changes to health care provider self-efficacy for clinical genomic testing after online education modules." Master's thesis, University of Cincinnati, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1703173261526163

    Chicago Manual of Style (17th edition)

ucin1703173261526163
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© 2023, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.