Program Training Research Articles

The Future of Artificial Intelligence in Surgery.

Until recently, innovations in surgery were largely represented by extensions or augmentations of the surgeon's perception. This includes advancements such as the operating microscope, tumor fluorescence, intraoperative ultrasound, and minimally invasive surgical instrumentation. However, introducing artificial intelligence (AI) into the surgical disciplines represents a transformational event. Not only does AI contribute substantively to enhancing a surgeon's perception with such methodologies as three-dimensional anatomic overlays with augmented reality, AI-improved visualization for tumor resection, and AI-formatted endoscopic and robotic surgery guidance. What truly makes AI so different is that it also provides ways to augment the surgeon's cognition. By analyzing enormous databases, AI can offer new insights that can transform the operative environment in several ways. It can enable preoperative risk assessment and allow a better selection of candidates for procedures such as organ transplantation. AI can also increase the efficiency and throughput of operating rooms and staff and coordinate the utilization of critical resources such as intensive care unit beds and ventilators. Furthermore, AI is revolutionizing intraoperative guidance, improving the detection of cancers, permitting endovascular navigation, and ensuring the reduction in collateral damage to adjacent tissues during surgery (e.g., identification of parathyroid glands during thyroidectomy). AI is also transforming how we evaluate and assess surgical proficiency and trainees in postgraduate programs. It offers the potential for multiple, serial evaluations, using various scoring systems while remaining free from the biases that can plague human supervisors. The future of AI-driven surgery holds promising trends, including the globalization of surgical education, the miniaturization of instrumentation, and the increasing success of autonomous surgical robots. These advancements raise the prospect of deploying fully autonomous surgical robots in the near future into challenging environments such as the battlefield, disaster areas, and even extraplanetary exploration. In light of these transformative developments, it is clear that the future of surgery will belong to those who can most readily embrace and harness the power of AI.

Teaching future faculty: Pedagogical training in public administration PhD programs in the US

ABSTRACT While pedagogical practice is not mandatory in doctoral programs, many doctoral students often serve as graduate student instructors or teaching assistants for college courses. However, most institutions neither mandate nor offer pedagogical training as part of doctoral education. Effective teaching necessitates subject matter expertise and proficiency in pedagogical techniques, which are best acquired through mentorship, training programs, and administrative support. In this article, we discuss the results from a content analysis of US Public Administration PhD programs to evaluate the status of pedagogical training through publicly available information. Given that these sites and handbooks offer critical information for potential doctoral students, we evaluate the type of public information that would help potential students when applying to and making decisions regarding PhD programs. Our study reveals a significant disparity in pedagogical training requirements and resources across the sample of PhD programs.

American Board of Emergency Medicine Report on Residency and Fellowship Training Information (2023-2024)

The American Board of Emergency Medicine gathers extensive background information on Accreditation Council of Graduate Medical Education-accredited emergency medicine residency and fellowship programs as well as the residents and fellows training in those programs. We present the 2024 annual report on the status of physicians training in ACGME-accredited emergency medicine training programs in the United States.

Preservation Rhinoplasty by the Ones Who Do It: A Worldwide Survey.

Dorsal preservation (DP) rhinoplasty techniques, including surface techniques (STs) and foundation techniques (FTs) have garnered significant attention internationally over the past few years. The practice patterns and opinions from 117 of these surgeons were surveyed from a cohort of these surgeons who participate in an online Evidence-Based Rhinoplasty Research Group. The findings of the survey are merely a snapshot of the international rhinoplasty community's practices, yet did capture data from surgeons from a diverse geographic, years of experience, and training background. STs were most used for the bone changes, and the high-strip technique was preferred for the cartilaginous septal surgery. STs are mostly performed by younger surgeons (<10 years of experience), whereas FTs were more common in older surgeons (10-30 years of experience). STs were considered more stable (p < 0.001), more predictable (p < 0.001), and associate with a shorter learning curve (p = 0.015). Revision surgery rates were not different. Regarding why many surgeons using DP still perform structural rhinoplasty, the most cited concern was hump persistence/recurrence. In summary, among surgeons using DP rhinoplasty techniques, the majority perform DP in over half of their primary rhinoplasty surgeries, highlighting the importance of updating educational programs in medical training, conferences, and courses.

Current State of Safe Pregnancy Policies for the US Surgical Trainee.

Define current practices and protocols in surgical training programs for pregnant trainees. Cross sectional. Academic surgical training programs in the United States. A validated 20-question survey was sent via email to program directors and coordinators of US surgical training programs, including otolaryngology head & neck surgery (OHNS), plastic surgery, vascular surgery, and general surgery. The survey was issued in November and December 2022 and data were collected until January 2023. This study was approved for exemption by the Minimal Risk Research IRB at the University of Wisconsin Madison (ID number 2022-1370). Surveys were emailed to 608 surgical programs, and the response rate was 23.5% (143/608) including 45 OHNS programs. When asked if their program has a policy in place for pregnant trainees, 84.4% responded yes, and 82.4% responded that they were satisfied with their policy. Subsequent questions addressed individual policies and risk factors facing pregnant trainees. 60.3% of programs report providing protected time off for miscarriages. Only 36.9% provide information to pregnant trainees regarding workplace exposures that pose a risk of fetal anomaly or miscarriage. Only 47.1% incorporate rest breaks for pregnant trainees, and only 20% protect the number of hours a pregnant trainee operates per week. 24.2% adjust overnight shifts or call schedules for pregnant trainees, and of those that adjust call shifts, 20% require pregnant trainees to "make up" these missed call shifts. Less than half (40%) of programs have a contingency plan in place for supporting nonchild-bearing residents who may take on the work of their colleagues during pregnancy or postpartum. While a majority of training programs report a pregnancy policy in place for trainees, most of these policies appear to be severely deficient in addressing critical aspects of surgical training that place both fetus and mother at significant risk of complications. This data indicates a need for a safe pregnancy protocol in order to protect both surgeon and fetus.

Radiographers’ attitudes toward the principles of patient radiation protection in the Souss Massa region of Morocco

Introduction: Radiographers play a vital role in patient radiation protection. Their training, supervision, and involvement in radiation protection programmes require greater attention from all stakeholders. Methods: This cross-sectional study was conducted between March and August 2023 to assess Radiographers’ attitudes toward the principles of patient radiation protection in the Souss Massa region of Morocco. An anonymous questionnaire containing 22 questions was sent to 80 radiographers practicing in the Sous Massa region. Results: 67.5% of the radiographers confirmed that they did not use a guide to radiological procedures. 85% of them confirmed that they had checked for the possibility of pregnancy each time a woman of childbearing age was involved in a conventional X-ray, compared with 97.5% who checked for the possibility of pregnancy in a CT scan. 97.5 % of our participants said that they automatically (without medical advice) repeated the X-ray examination if the image was not interpretable. 90% of radiographers said that they did not report parameters for dose estimation for each conventional X-ray examination, and 72.5% did not report data for dose estimation for CT-scan examinations. The results showed no association between gender and professional experience on the one hand and radiographers’ practices on the other. Nevertheless, there is an association between the workplace and certain radiographers’ practices, indicating the lack of a regional strategy aimed at standardizing procedures and radiation protection practices at the level of all radiology departments. Conclusion: It is vital to launch a patient dose management program in the Souss Massa region and campaigns to raise radiographers’ awareness of recommended patient radiation protection practices.

Effect of deep squat intervention in patients with chronic respiratory diseases

Abstract Background: This study aimed to evaluate the impact of a structured, tailor-made 12-week deep squat intervention on lower extremity muscle strength, cardiorespiratory functional capacity, and health-related quality of life in patients with chronic respiratory dysfunction. Materials and Methods: Thirty patients aged 18–65 years were randomly assigned to a deep squat intervention group (n = 15) or a walking program group (n = 15). Assessments conducted before and after the 12-week intervention included lower extremity muscle strength, pulmonary function, cardiorespiratory endurance, and health-related quality of life (HRQoL). These were measured using trunk-leg dynamometry, the chair-stand test, the deep squat test, lung volume measurements, maximum inspiratory and expiratory pressures, the 6-min walk test, and the 12-item Short Form Survey questionnaire. Results: The results revealed that the deep squat intervention group showed greater muscle strength and cardiorespiratory endurance improvements than the walking group. Significant improvements were observed in lower extremity muscle strength (42.9%), chair-stand repetitions (26%), deep squat repetitions (30.2%), maximum inspiratory pressure (67%), maximum expiratory pressure (29%), peak expiratory flow rate (32%), 6-min walk test distance (16%), forced expiratory volume in 1 s (53%), forced vital capacity (36%), and HRQoL (physical component 42% and mental component 25%) with a large effect size ranging from 1.6 to 10.7 (P &lt; 0.001). Conclusion: This study concludes that the deep squat intervention proved to be a safe and effective exercise program for mitigating physical deconditioning in individuals with mild to moderate chronic respiratory dysfunction compared with a walking program. These findings support the inclusion of deep squat training in routine pulmonary rehabilitation programs.

Смешанное, гибридное обучение как необходимый компонент современного обучения медицинских работников.

The article presents a review of the literature on the introduction of mixed, hybrid training in educational programs of additional professional education of medical workers. Definitions of mixed and hybrid learning are given. Publications, research and best practices related to mixed, hybrid training of medical professionals are considered. Attention is focused on the importance of this approach and information is provided that can be useful for teachers, educational institutions and medical professionals seeking to update their skills and knowledge.

Gender analysis of ophthalmology fellowship program directors and trainees

PurposeTo determine the gender ratios of ophthalmology fellows and fellowship program directors. DesignQuantitative cross-sectional study. MethodsPrograms were identified using the Association of University Professors of Ophthalmology (AUPO) and the American Society of Ophthalmic Plastic and Reconstructive Surgery (ASOPRS) websites. Programs were contacted via email survey to determine the gender of the current fellow(s) and fellowship program director in the academic year 2022–2023. Fisher's Exact Test* was undertaken to establish statistical significance (p < 0.05) between female program director percentages across fellowship subspecialties. Results220 out of 287 programs were analyzed: pediatrics (9.1 %), neuroophthalmology (9.5 %), cornea (13.2 %), oculoplastics (16.8 %), uveitis (4.1 %), glaucoma (18.6 %), surgical retina (24.1 %), medical retina (2.3 %), and oncology/pathology (2.3 %). Women fellow-dominated subspecialties (>50 %) included pediatric ophthalmology (69.4 %), neuro-ophthalmology (65.6 %), oculoplastics (61.4 %), and cornea (58.8 %). Uveitis (45.4 %), glaucoma (44.6 %), and surgical retina (32.8 %) were considered women fellow minority subspecialties (< 50 %). Medical retina and oncology/pathology had equal representation of fellows (50 %). Women fellowship directors remain in the minority (< 50 %) across six of the nine fellowships examined; neuro-ophthalmology, oculoplastics, cornea, glaucoma, surgical retina, and oncology/pathology. The women fellow-dominated subspecialties had higher rates of women fellowship program directors (40.2 %) versus women fellow minority subspecialties (28.1 %) (p = 0.0811*). ConclusionThere is a lack of women representation throughout the ophthalmology fellowship program leadership. Subspecialties with predominant women program directors have higher women fellow representation. Future investigations will focus on fellowship applicants and the influence the gender of the program director may have on selection criteria for various subspecialty training.

Bridging the Gap: Specialized Training Programs for Infection Prevention Specialists Increase Certification Success

Background: The role of the infection preventionist (IP) is complex and encompasses a range of responsibilities requiring extensive knowledge in infection control practices, data analysis, surveillance, performance improvement and collaboration with multidisciplinary teams. Infection prevention certification (CIC) by the certification Board of Infection Control (CBIC) is a standardized marker of knowledge and competencies required for practice in the field. In a 2020 survey of IPs, less than half were certified or planned to become certified. Of those that do take the certification exam, less than three quarters pass on their initial exam attempt. Methods: From 2017 to 2023, fifty-two new IPs were enrolled in a competency-based training program which combined didactic and applied learning on core IP job functions, and a structured mentoring program. The initial didactic phase consisted of evidence-based learning modules with validation of competency through post-training testing and practical demonstration. Education was provided by an advanced practice IP via remote webinars, which included discussion of questions, skills coaching, and review of post-tests. Novice IPs were partnered with at least two preceptors: one advanced practice lead preceptor guided the novice IPs through assigned education modules and oversaw program management and training benchmarks. A second, near-peer preceptor or mentor collaborated with the novice IP in the facility setting. Initial training focused on facility operations, surveillance, rounding and other facility specific activities. Facility mentors were responsible for combining education module topics with practical application of skills. Mentors guided novice IPs through National Healthcare Surveillance network (NHSN) surveillance training and validated surveillance and infection coding until the novice IP had an interrater reliability validation assessing surveillance competency. After the initial training phase, the novice IPs began preparation for certification. This phase included additional training modules aligned with the CBIC certification content outline and practice exams. Results: All 52 novice IPs completed the training program and attempted the CIC examination. The initial pass rate for the certification exam among IPs in the supervised training and mentorship program was 98.1% (n=51). This is 33% higher than the initial pass rate published by CBIC, which was 73.9% (Figure 1). Conclusions: Organizing evidence-based guidelines into topic-specific modules builds a foundation of infection prevention and control knowledge, which is enhanced through remote instruction and direct application of skills under a preceptor’s supervision. This method allows IPs to be introduced to concepts covered in the board certification exam upon hire and support certification with improved outcome

Do Resident Unions Improve Graduate Medical Education Training? Benefits and Potential Pitfalls.

The last 10 years have seen an increase in union representation for residents and fellows across the United States. It is estimated that 15% of residents and fellows are represented by unions. With increasing numbers of U.S. residents and fellows in graduate medical education (GME) programs being represented by unions, the authors contend that it is worthwhile to consider the benefits and potential drawbacks of resident unions and how GME and health system leaders can best work to ensure that the educational needs of residents continue to be emphasized in an era of resident unionization. Union bargaining can be a method to secure salary increases and other benefits for residents. Unionization can also provide a mechanism for more rapidly addressing worker protection issues and allows residents to advocate on behalf of patients. Residents participating as union leaders may develop important leadership and negotiation skills as well as gain beneficial knowledge about health system structure, financing, and priorities. However, with all the possible benefits that may come with resident unionization, there are also potential pitfalls. The collective bargaining process may create an adversarial relationship between program and institution leaders and trainees. Additionally, while residents are considered employees and able to collectively bargain, the National Labor Relations Board has also acknowledged that residents are "students learning their chosen medical craft." Program and institution leaders have an obligation to prioritize resident education and adhere to accreditation requirements even when these requirements conflict with union demands. Furthermore, because of the obligation to protect the public, program leaders should maintain control of resident academic due process issues. Program and institutional leaders must continue to prioritize resident education. Furthermore, GME leaders have a joint responsibility to create clinical learning environments that are conducive to quality patient care and promote resident learning and well-being.

A SYSTEMATIC REVIEW OF INDONESIAN HIGHER EDUCATION STUDENTS' AND GRADUATES' WORK READINESS

This literature review aims to determine the work readiness of undergraduate graduates to meet the qualifications required by employers in the world of work. The method used in this paper involved searching for all studies that examined work readiness and were published from 2019 to 2023. 5 out of 200 studies found on Google Scholar and Scopus were included in this review. Research findings show that programs in higher education, including internships and soft skills training, play an important role in increasing graduates' work readiness, demonstrating that the MBKM Program has effectively developed the skills and competencies required by the world of work. Research discussions highlight that these programs, including internships and soft skills training within the MBKM Program, are crucial for ensuring the relevance of education to job market needs. This research presents novelty by exploring and identifying the factors that influence the job readiness of prospective undergraduate graduates after participating in the Independent Campus Learning Program (MBKM), thus offering a new perspective in the context of higher education in Indonesia. The implications of this research are significant for curriculum development and learning programs in universities, which must continue to develop programs that support the development of soft skills and hard skills to increase graduates' work readiness.

Short report: Integrated evaluations for autism spectrum disorder in pediatric primary care clinics.

Primary care providers often screen for autism during well child visits in the first few years of life and refer children for diagnostic evaluations when needed. However, most children do not receive a diagnosis until years later which delays access to services. Racism, socioeconomic status, and other systemic inequalities that limit access to health care further delay diagnostic evaluations. Mental health clinicians who work in primary care clinics can help address barriers to accessing diagnostic evaluation services once they are recommended by their primary care provider. However, mental health clinicians who work in primary care typically do not have training in diagnosing autism. The goal of this study was to evaluate a program training mental health professionals working in an urban primary care setting, primarily serving Black and Latinx families insured by Medicaid, to provide autism diagnostic evaluations. Two hundred and fifty children completed evaluations through the Autism in Primary Care (APC) program. The wait time to access an evaluation through APC was significantly shorter than through standard avenues of care (e.g. referring to a separate autism clinic). Referring primary care providers and caregivers endorsed high levels of satisfaction with the program. Conducting autism evaluations in primary care settings offers a promising opportunity to improve earlier diagnosis and treatment access for families, reduce inequities in care, and increase caregiver and child well-being.

Can internship programs affect nursing students’ critical thinking disposition, caring behaviors, and professional commitment?

BackgroundNursing students are given opportunities to develop critical thinking disposition, caring behaviors, and professional commitment through clinical training. Therefore, nurse educators should move away from traditional methods toward new ones, such as internship programs in clinical training. This study assessed the effect of nursing internship programs on senior undergraduate nursing students’ critical thinking disposition, caring behaviors, and professional commitment.MethodsThis quasi-experimental study was conducted using a pretest-posttest design but with no control group. The study sample included 46 senior students enrolled in nursing internship programs. A demographic questionnaire, the Critical Thinking Disposition Inventory (CTDI), the Caring Assessment Report Evaluation (Care-Q), and the Nursing Professional Commitment Scale (NPCS) were used to collect data before and five months after the nursing internship programs were implemented.ResultsThe study findings revealed that the senior nursing students’ caring behaviors improved, but the total scores of critical thinking disposition and professional commitment did not change significantly after the nursing internship programs (p > 0.05).ConclusionAccording to the results, nurse educators are recommended to adopt strategies to improve the effectiveness of internship programs on critical thinking disposition and professional commitment among senior undergraduate nursing students.

A Novel Approach to Safe Patient Handling and Mobility Training in Physical Therapist Education

Background: Safe patient handling and mobility (SPHM) training is prevalent in health care education and practice. However, there is limited evidence of this training in physical therapist education programs. Purpose: To determine if a single training session with a mobile laboratory equipped with SPHM equipment increases the knowledge of SPHM principles and techniques and is valuable to students prior to their first clinical experience. Methods: Training included a 1-hour lecture on SPHM principles, research, and techniques, followed by two 50-minute SPHM practice stations. One session was conducted using a mobile laboratory. Students completed a pretest/posttest measuring knowledge of SPHM principles. Students completed a survey regarding the perception and placement of SPHM training within the curriculum. Results: A total of 129 students in a physical therapist education program were invited to participate; 59 from first-year cohorts and 70 from second- and third-year cohorts. Eighty-seven students volunteered to participate, including all 59 students from the first-year cohorts receiving training as the experimental group, and 28 from the other cohorts receiving no training as the control group. Seventy students met the criteria for survey data analysis; 42 experimental and 28 control. Of those who received training, 90.5% reported that SPHM training improved their confidence prior to their inpatient clinical experience; 85.5% in the control group would have felt more confident being placed in an inpatient facility if they received SPHM training, and 85.7% of the experimental group and 89.3% of controls agreed that SPHM training should be performed prior to the first clinical experience. A paired t test showed that first-year students reported a statistically significant increase in knowledge of SPHM principles (P &lt; .001). Conclusions: Physical therapist education programs should consider SPHM training prior to students’ first clinical experience to increase student confidence in inpatient settings.

TESDA Rice Extension Services Program and Agricultural Competence among Farm Field Student Farmers

This study evaluated the Technical Education and Skills Development Authority Rice Extension Service Program (TESDA RESP) training program's effectiveness in enhancing agricultural competence among farm field student farmers. It examines the level of support provided by the program in terms of resources and training, explores its relationship with agricultural competence, and analyzes differences in program support and rice farmers’ competence across demographic profiles. Data was gathered via quantitative correlational research, assessing student farmers' demographic profile in terms of age, educational background years of farming experience, participation in other TESDA training programs; perception of training delivery support; and level of agricultural competence in rice farming. The study was focused on the province of Misamis Oriental and conducted among farm field schools and training institutions that are recipients of the scholarship program under RESP. Statistical analysis indicates that Resource and Training Support significantly influences the agricultural competence of the student farmer respondents. Demographic profiles, however, show that it does not statistically affect student farmer's level of competence upon having completed the training program in the Production of High-Quality Inbred Rice, Seed Certification, and Farm Mechanization. The findings suggest that the TESDA RESP program effectively enhances agricultural skills, hence advocating for its sustainability to foster skilled rice farmers and agricultural workforce in Misamis Oriental.

Tracing Diplomatic Tutelage: (Post)colonial Pedagogies and the Training of African Diplomats

Abstract Throughout the twentieth century, colonies emerged from the so-called tutelage of European imperial powers to represent themselves as sovereign states. One consequence of this change was an expansion in overseas diplomatic training, aimed at inducting into international life the hundreds of diplomats required to staff new foreign services. This paper interrogates the pedagogical and (geo)political practice of tutelage—where guardianship and instruction are held in tension—in order to shine a critical spotlight on programs training African diplomats, hosted in Britain, France, and Switzerland, and later in Cameroon and Kenya. In exploring practices of tutelage both within the classroom and at the international scale, we bring to the fore hitherto overlooked relational and temporal dimensions of tutelage that provide new insights into enduring paternalistic power relations as well as possibilities for agency and resistance. We trace the legacies of colonialism within these training programs but are also attentive to the ways trainers problematized the generalizability of their knowledge and pedagogy, and how African diplomats-in-training resisted relations of tutelage. In dialogue with scholarship on socialization and international education, we develop an enhanced conceptualization of tutelage that provides analytical purchase on inter-scalar relationships in world politics during and beyond formal decolonization.

SATISFACTION WITH THE QUALITY OF EDUCATION AMONG STUDENTS OF PEDAGOGICAL SPECIALTIES: DATA OF A REGIONAL UNIVERSITY

The article investigates students’ satisfaction with the quality of education in pedagogical training. The results of the survey of students have shown that most of the reasons for choosing a future profession are related to the interest in pedagogical activity. Among various aspects of the quality and conditions of education, the quality of teaching, provision with computer equipment, access to the Internet, and software are rated the highest. Most of the respondents are satisfied with their training in the educational program. According to the results of the study it is suggested to increase the practical component of education, to develop educational profiles, to increase the innovative component of education and emphasis on modern teaching technologies; to improve the material and information-technological base of education.

Effect of continuous workshop training of the helping babies breathe program on the retention of midwives' knowledge and skills: A clinical trial study

AimTo investigate the impact of ongoing workshop training of the "Helping Babies Breathe" program on the durability of midwives' knowledge and skills. BackgroundImplementing the Helping Babies Breathe (HBB) program is crucial as a simple protocol for neonatal resuscitation in low-resource healthcare settings to decrease the rate of asphyxia and perinatal mortality by the initial healthcare providers. In addition to training in this program, it is also essential to guarantee the retention of the acquired knowledge and skills. DesignA quasi-experimental clinical trial study with a single-group, pre-test-and-post-test design. MethodsThis study was conducted throughout the year 2022, with a sample size of 61 midwives selected through a census sampling from those working in the delivery and operating rooms of X Hospital in x City. The midwives participated in 3-hour workshops. This study was performed in two stages: intervention and follow-up. The evaluation Instruments included the HBB educational package, which consisted of a questionnaire and 3 Objective Structured Clinical Exams. During the intervention phase, the HBB program training was conducted through a series of workshops held at four different time points over a span of six months. In the follow-up stage, the learners were not provided with any further training. The evaluation was done immediately after the initial training workshop of the HBB program, at the end of the final workshop in the sixth month and at the end of the follow-up period. ResultsThe mean knowledge score of the baseline, at six months and at twelve months after the initial workshop were documented as (17 SD1.2), (17.79 SD 0.4) and (17.73 SD 0.5), respectively. There was a statistically significant difference in the mean knowledge scores between the baseline and the six and twelve months (P<0.05), but no statistically significant difference was observed between six and twelve months (P>0.05).The mean skill scores showed a significant improvement and were maintained after six months compared with the initial assessment (P<0.05); however, there was a significant decrease in skill score twelve months later, in comparison to both the initial assessment and the first six months (P<0.05). ConclusionsHealthcare workers can maintain their knowledge and skills by participating in ongoing training workshops. However, without continuous training, their skills may diminish. Therefore, it is essential to implement training programs that emphasize regular practice and repetition to ensure knowledge and skills retention. Registration numberThe present research was a part of the research work with the ethics ID IR.IRSHUMS.REC.1400.019.

The UTHealth Houston Adult Cardiovascular Genomics Certificate Program: Efficacy and Impact on Healthcare Professionals.

The demand for genetic services has outpaced the availability of resources, challenging clinicians untrained in genetic integration into clinical decision-making. The UTHealth Adult Cardiovascular Genomics Certificate (CGC) program trains non-genetic healthcare professionals to recognize, assess, and refer patients with heritable cardiovascular diseases. This asynchronous online course includes 24 modules in three tiers of increasing complexity, using realistic clinical scenarios, interactive dialogues, quizzes, and tests to reinforce learning. We hypothesized that the CGC will increase genomic competencies in this underserved audience and encourage applying genomic concepts in clinical practice. Required course evaluations include pre- and post-assessments, knowledge checks in each module, and surveys for module-specific feedback. After 6 months, longitudinal feedback surveys gathered data on the long-term impact of the course on clinical practice and conducted focused interviews with learners. The CGC was accredited in September 2022. Principal learners were nurses (24%), nurse practitioners (21%), physicians (16%), and physician assistants. Scores of 283 learners in paired pre- and post-assessments increased specific skills related to recognizing heritable diseases, understanding inheritance patterns, and interpreting genetic tests. Interviews highlighted the CGC's modular structure and linked resources as key strengths. Learners endorsed confidence to use genetic information in clinical practice, such as discussing genetic concepts and risks with patients and referring patients for genetic testing. Learners were highly likely to recommend the CGC to colleagues, citing its role in enhancing heritable disease awareness. The CGC program effectively empowers non-genetic clinicians to master genomic competencies, fostering collaboration to prevent deaths from heritable cardiovascular diseases, and potentially transforming healthcare education and clinical practice.