A public health education model for training Texas public health educators in genetic testing and assessment

According to the CDC’s risk stratification model, patients’ classified “high risk” – based on their family health histories – should be referred for genetic evaluation and testing (i.e. meeting with genetic specialists to undertake genetic testing and counseling). Yet, patients often have inadequate genomic literacy to understand the complex genetic information. The number of available genetic specialists is small (~1300 clinical geneticists and ~2800 genetic counselors). Thus, training public health educators to collaborate with genetic specialists and develop genomic competencies is important. Specifically, funded by the Cancer Prevention and Research Institute of Texas, our interdisciplinary research team – composite of certified health education specialists, public health practitioners, geneticists, and genetic counselors – proposed to train Texas public health educators to 1) increase their knowledge about genetic testing and 2) identify and refer high risk patients for genetic evaluation and testing. We developed a genomics training program based on public health education theoretical model of the Social Cognitive Theory, the Theory of Planned Behavior, and the Diffusion of Innovations Theory. We outlined four modules with 11 learning objectives. The covered topics ranged from basic genetics (e.g., definitions and types of genetic testing, and ethical, legal, and social implications of genetic testing) to applied genetics (e.g., conducting a basic genetic evaluation, locating genetic specialists, directing clients for genetic evaluation and testing). We plan to educate approximately 700 public health educators in Texas and collect the pre-test, immediately post-test, and 3, 6, 12 month follow-up data.