This education should increase genetic knowledge and skills in physicians in domains outside of clinical genetics.
To enable the revolution, education of health-care providers was presented as one of the factors needed. However, 10 years later, Francis Collins concluded that while the revolution had not yet arrived, a few powerful new drugs against cancer and predictive genetic tests for a dozen conditions had become available ( Collins, 2010). On 26 June 2000, Francis Collins stood next to the President of the United States, who announced the publication of the first survey of the entire human genome, and stated that “It will revolutionize the diagnosis, prevention, and treatment of most, if not all, human diseases” ( Collins, 2010). The publication of the sequence of the human genome was seen as a potential turning point. In the last decades, genetics and genomics research has generated many new insights, but the implications for health care so far have been modest. A flexible approach is needed to serve learners’ needs in a field with many upcoming challenges.
Taking a theoretically informed evaluation approach, it has been possible to demonstrate satisfaction, improved knowledge, and self-reported behavioral change, although measuring effects on health-care practice and population health remains challenging. Materials developed for accredited courses will sometimes be used for reference or just in time learning. eLearning modules can serve to increase knowledge in a large number of participants in a rapidly changing field. Attitudes and behavior are mainly influenced by face-to-face training. Evidence shows that assessment of learners’ needs and the definition of competences have driven slow but gradual improvement in genetics competence among non-geneticists. Three decades of research on genetic education for non-genetic-experts in Amsterdam are summarized, including both local and international collaborative efforts. To study and improve the competences of health-care workers in the domain of genetics, attention needs to be paid to attitudes, activities, knowledge, and changes in performance.
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