Background: As genetics/genomics is expected to affect future health promotion practice, leading health organizations/agencies have begun to require health educators develop their genomic competencies. Yet, previous literatures have indicated that U.S. health educators have deficient genetic/genomic knowledge. Thus, the purpose of the present study was to examine health educators' perceived education and training needs in genetics/genomics.
Methods: A qualitative design framed in-depth interviews with twenty-four U.S. health educators. Interview transcripts were analyzed for recurring and salient themes, using NVIVO7.
Results: Our data indicated although nearly half (41.7%) of the sample had not received any training and education in genetics/genomics, the majority (62.5%) admitted they needed additional training. When asked about the genetics/genomics-related topics they wished to learn more about, the most frequent responses included: how to apply genetics/genomics to the work setting (45.8%) or health promotion areas (41.7%), how to link genetics/genomics with the occurrence and outcome of diseases(33.3%), basic genetics/genomics(37.5%), and genetic testing (25%). Additionally, the sample preferred exposure to training via the Internet (45.8%), professional conferences (29%), and peer-reviewed journals (29%).
Conclusions: This qualitative study serves as an initial step in understanding U.S. health educators' needs for genetics/genomic training and education. Additionally, our findings can help future researchers not only design and implement genomics training curricula for health educators but also determine the prevalence of training/education needs among these professionals.