ABSTRACT
Purpose
The study aimed to develop a nationally agreed, cross-professional competency framework
outlining the knowledge, skills, and behaviors required to facilitate genomic tests.
Methods
Using principles of the nominal group technique, a consensus meeting with 25 experts
mapped themes to an initial framework and voted on areas of inconsistency. A revised
framework was open for consultation with health care professionals and patient communities
before being published. An evaluation, using an online survey, was conducted to explore
early use and factors to facilitate adoption of the framework.
Results
The framework identified 8 competencies required to facilitate genomic tests. The
evaluation (239 survey responses from health care professionals) indicated that the
framework addresses a timely need among users and identified ways to improve awareness
and accessibility for different health care professional groups.
Conclusion
This framework can be used as a guide for best practice by health care professionals
who request genomic tests. It can also provide a foundation to identify learning needs
and structure training such that conversations about genomic testing can be delivered
in a consistent manner across specialties. These competencies can also be used as
a reference to evaluate how consent is facilitated in different specialty areas to
enhance the responsible delivery of genomic medicine.
Keywords
To read this article in full you will need to make a payment
Purchase one-time access:
Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online accessOne-time access price info
- For academic or personal research use, select 'Academic and Personal'
- For corporate R&D use, select 'Corporate R&D Professionals'
ACMG Member Login
Are you an ACMG Member? Sign in for online access.Subscribe:
Subscribe to Genetics in MedicineAlready a print subscriber? Claim online access
Already an online subscriber? Sign in
Register: Create an account
Institutional Access: Sign in to ScienceDirect
References
- Annual Reports of the Chief Medical Office 2016: Generation Genome London.Department of Health and Social Care. 2017;
- The new genomic medicine service and implications for patients.Clin Med (Lond). 2019; 19: 273-277https://doi.org/10.7861/clinmedicine.19-4-273
- NHS Genomic Medicine Service. NHS England.https://www.england.nhs.uk/genomics/nhs-genomic-med-service/Date accessed: February 20, 2021
- https://www.genomicsengland.co.uk/about-genomics-england/Date accessed: February 20, 2021
- NHS England.(Published August 3, 2018. Updated April 26, 2022)https://www.england.nhs.uk/publication/national-genomic-test-directories/Date: August 3, 2018Date accessed: February 20, 2021
- Recommendations for the integration of genomics into clinical practice.Genet Med. 2016; 18: 1075-1084https://doi.org/10.1038/gim.2016.17
- Mainstreaming genetics and genomics: a systematic review of the barriers and facilitators for nurses and physicians in secondary and tertiary care.Genet Med. 2020; 22: 1149-1155https://doi.org/10.1038/s41436-020-0785-6
Royal College of Physicians, Royal College of Pathologists, British Society for Genetic Medicine. Consent and Confidentiality in Genomic Medicine: Guidance on the Use of Genetic and Genomic Information in the Clinic. 3rd ed. Report of the Joint Committee on Genomics in Medicine; 2019. Accessed February 20, 2021. https://www.rcplondon.ac.uk/projects/outputs/consent-and-confidentiality-genomic-medicine.
- Developing a conceptual, reproducible, rubric-based approach to consent and result disclosure for genetic testing by clinicians with minimal genetics background.Genet Med. 2019; 21: 727-735https://doi.org/10.1038/s41436-018-0093-6
- Genome sequencing in healthcare: understanding the UK general public’s views and implications for clinical practice.Eur J Hum Genet. 2020; 28: 155-164https://doi.org/10.1038/s41431-019-0504-4
- Parents’ motivations, concerns and understanding of genome sequencing: a qualitative interview study.Eur J Hum Genet. 2020; 28: 874-884https://doi.org/10.1038/s41431-020-0575-2
- Genomic testing in healthcare: a hybrid space where clinical practice and research need to co-exist.Expert Rev Mol Diagn. 2019; 19: 963-967https://doi.org/10.1080/14737159.2019.1672540
- Developing a consensus on data sharing to support NHS clinical genetics and genomics services.Published. August 1, 2017;
- Eur J Med Genet. 2019; 62: 335-341https://doi.org/10.1016/j.ejmg.2018.11.024
- ‘You should at least ask.’ The expectations, hopes and fears of rare disease patients on large-scale data and biomaterial sharing for genomics research.Eur J Hum Genet. 2016; 24: 1403-1408https://doi.org/10.1038/ejhg.2016.30
Genetic Alliance UK. Genome sequencing and the NHS. The views of rare disease patients and carers. Published July 18, 2019. Accessed February 20, 2021. https://geneticalliance.org.uk/gauk-news/news/participants-experiences-of-the-100000-genomes-project/.
- Preparing clinicians for genomic medicine.Postgrad Med J. 2016; 92: 369-371https://doi.org/10.1136/postgradmedj-2016-133962
- An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK.J Adv Nurs. 2014; 70: 405-420https://doi.org/10.1111/jan.12207
- Framework for development of physician competencies in genomic medicine: report of the Competencies Working Group of the Inter-Society Coordinating Committee for Physician Education in Genomics.Genet Med. 2014; 16: 804-809https://doi.org/10.1038/gim.2014.35
- The first competency based framework in genetics/genomics specifically for midwifery education and practice.Nurse Educ Pract. 2018; 33: 133-140https://doi.org/10.1016/j.nepr.2018.08.015
- Members of Eurogentest Unit 6, ESHG Education Committee. Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe.Eur J Hum Genet. 2010; 18: 972-977https://doi.org/10.1038/ejhg.2010.64
- https://www.genomicseducation.hee.nhs.ukDate accessed: May 10, 2020
- Consensus development methods, and their use in clinical guideline development.Health Technol Assess. 1998; (i-iv, 1-88): 2
- Ensuring best practice in genomic education and evaluation: A program logic approach.Front Genet. 2019; 10: 1057https://doi.org/10.3389/fgene.2019.01057
- Qualitative Research & Evaluation Methods.4th ed. SAGE Publications, 2015
- Guidance on professional standards and ethics for doctors.Decision making and consent. September 30, 2020;https://www.gmc-uk.org/-/media/documents/gmc-guidance-for-doctors-decision-making-and-consent-english_pdf-84191055.pdfDate accessed: February 20, 2021
Parker C, Scott S, Geddes A. Snowball sampling. In: Atkinson P, Delamont S, Cernat A, Sakshaug JW, Williams RA, eds. SAGE Research Methods. SAGE Publications. Published September 17, 2019. Accessed May 5, 2021. https://www.doi.org/10.4135/9781526421036831710.
- Program evaluation models and related theories: AMEE guide no. 67.Med Teach. 2012; 34: e288-e299https://doi.org/10.3109/0142159X.2012.668637
- Ensuring best practice in genomics education and evaluation: reporting item standards for education and its evaluation in genomics (RISE2 Genomics).Genet Med. 2021; 23: 1356-1365https://doi.org/10.1038/s41436-021-01140-x
- The NHS long term plan. Published January 7, 2019.(Updated August 21, 2019.)https://www.longtermplan.nhs.uk/wp-content/uploads/2019/08/nhs-long-term-plan-version-1.2.pdfDate accessed: February 2, 2021
- The Topol Review: preparing the healthcare workforce to deliver the digital future. NHS Health Education England. Published February 2019.https://topol.hee.nhs.uk/Date accessed: February 20, 2021
- Department for Business, Energy & Industrial Strategy, Office for Life Sciences, Lord Bethell of Romford.Genome UK: the future of healthcare. Published. September 26, 2020;https://www.gov.uk/government/publications/genome-uk-the-future-of-healthcareDate accessed: May 5, 2021
- Using an interprofessional competency framework to examine collaborative practice.J Interprof Care. 2015; 29: 131-137https://doi.org/10.3109/13561820.2014.955910
- Multi-professional framework for advanced clinical practice in England; 2017.https://www.hee.nhs.uk/sites/default/files/documents/multi-professionalframeworkforadvancedclinicalpracticeinengland.pdfDate accessed: February 20, 2021
- A competency framework for designated prescribing practitioners. Published December 2019.
- Using the findings of a national survey to inform the work of England’s Genomics Education Programme.Front Genet. 2019; 10: 1265https://doi.org/10.3389/fgene.2019.01265
- Preparing medical specialists to practice genomic medicine: education an essential part of a broader strategy.Front Genet. 2019; 10: 789https://doi.org/10.3389/fgene.2019.00789
- Preparing medical specialists for genomic medicine: continuing education should include opportunities for experiential learning.Front Genet. 2020; 11: 151https://doi.org/10.3389/fgene.2020.00151
- The fallacy of online surveys: no data are better than bad data.Hum Dimen Wildl. 2010; 15: 55-64https://doi.org/10.1080/10871200903244250
- e-Learning for Healthcare. Published 2021.https://www.e-lfh.org.uk/programmes/genomics-in-the-nhs/Date accessed: May 10, 2021
Article info
Publication history
Published online: May 18, 2022
Accepted:
April 22,
2022
Received in revised form:
April 19,
2022
Received:
December 10,
2021
Identification
Copyright
© 2022 American College of Medical Genetics and Genomics. Published by Elsevier Inc. All rights reserved.
