# Continuing education for clinicians in the genomics era

> **NIH NIH UL1** · UNIVERSITY OF CINCINNATI · 2020 · $109,875

## Abstract

PROJECT SUMMARY
Since the completion of Human Genome Project in 2003, the field of genomics has been widely touted as a
game changer in clinical medicine. However, surveys show that many clinicians feel inadequate discussing
genomics with patients, and specifically, lack confidence and knowledge to order and interpret genetic testing
and to use results in clinical practice. Genomics continuing education for clinicians has yielded mixed results
due to hurdles in implementing programs, such as institutional support, competing priorities for the clinicians,
and availability of only long didactic lectures that lack engagement for the learner. Therefore, we propose
creating self-paced learning modules that utilize unfolding cases to educate clinicians in genomics, especially
implementing genetic testing in the clinic. Basic genetic and genomic concepts, in the form of short one- to
three-minute whiteboard-animated videos, infographics, and definitions will appear as the learner clicks
through each module. Many of these basic elements can be reused per module, aligning with basic concepts.
However, since the program is non-linear, those concepts won’t be repeated to bore and lose the learner. It is
the learners’ choice to select which concepts they need to learn and when and if they need a concept
repeated. Our aims are to 1) develop and test units of genomic education intended to stand alone or be used in
medical, advance practice nursing and physician assistant continuing education; 2) develop and implement a
multifaceted genomics continuing education curriculum to develop unit and specialty-based genomic clinician
champions; and 3) evaluate the effectiveness of the genomics education program to enable clinicians to
implement genomics in their clinical practice. Once the modules are developed, we will randomize specialty
divisions at CCHMC and UC Health to receive invitations to either be part of a “genomic champions” group that
includes online instruction followed by monthly case discussion or a control group that receives advertising for
the availability of the genomics education only. Clinicians will receive continuing education credits upon
completion of the modules. We hypothesize that a larger proportion of clinicians (MDs, DOs, APRNs, PAs)
from divisions with a champion will demonstrate a greater gain in confidence and use of genetics than learners
from divisions without a champion at 9 months after completion of the modules. We will compare the proportion
of learners in each group that complete the full set of modules. We hypothesize that divisions with a genomics
champions will have a higher proportion of their clinicians complete the full set of modules. Our institution has
committed resources to assure the success and sustainability of our modules and curriculum. This program will
provide an opportunity for clinicians to increase genomic literacy to improve the delivery of healthcare in the
era of genomic medicine. Our long-term goal is to...

## Key facts

- **NIH application ID:** 10154567
- **Project number:** 3UL1TR001425-05A1S1
- **Recipient organization:** UNIVERSITY OF CINCINNATI
- **Principal Investigator:** JAMES E. HEUBI
- **Activity code:** UL1 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2020
- **Award amount:** $109,875
- **Award type:** 3
- **Project period:** 2015-08-14 → 2025-03-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10154567

## Citation

> US National Institutes of Health, RePORTER application 10154567, Continuing education for clinicians in the genomics era (3UL1TR001425-05A1S1). Retrieved via AI Analytics 2026-05-21 from https://api.ai-analytics.org/grant/nih/10154567. Licensed CC0.

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