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Development of a questionnaire for evaluating genetics education in general practice

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Abstract

To support developments in genetics education, we constructed the GPGeneQ questionnaire to assess skills required for the practice of genetics by general practitioners (GPs). We describe the process of developing and validating this questionnaire to provide a detailed guide in the construction for questionnaires in the application of evaluating genetics education. The GPGeneQ was developed through a multi-step process with the initial draft based on a theoretical framework and literature review. The subsequent draft instrument contained three scales pertaining to GPs’ knowledge, self-reported behaviour and attitudes regarding genetics in medicine. Content and ecological validity were measured by an iterative Delphi process involving experts, GPs and consumers of health services. Piloting to assess construct and criterion validity was conducted with a sample of GPs attending an educational workshop that was presented on a number of separate occasions in Victoria, Australia. Results from evaluations of 145 GPs participating in ten workshops revealed evidence for validity and reliability of the GPGeneQ: knowledge change (p < 0.001; CI, −1.63 to −0.68), behaviour change (p < 0.001; CI, −4.15 to −2.21), attitudinal change (p = 0.002; CI, −2.68 to −0.62). This paper details the procedures involved in developing and validating an assessment questionnaire for genetics education. The GPGeneQ is the first validated questionnaire covering a broad range of topics that is designed to provide a reliable measure for the evaluation of genetics education specifically in general practice. The procedures used are transferable to the construction of any instrument for use in genetics or other medical education.

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Acknowledgements

The authors are grateful to the Victorian Department of Human Services, Biotechnology Australia (a federal government initiative) and the Cooperative Research Centre for the Discovery of Genes for Common Human Diseases for financial support. Anna Flouris received financial support through an Australian Postgraduate Award. The authors declare they have no conflict of interest. We are also grateful to the Delphi process panel of experts, Michael Batchelor, Jane Wallace, Lydia Gaffney, the many genetic counsellors and GP facilitators who helped with the workshops, and the GPs who attended the workshops and completed the questionnaires.

Conflicts of interest

The authors declare that they have no conflict of interest.

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Authors and Affiliations

  1. Murdoch Childrens Research Institute, Royal Children’s Hospital, Parkville, 3052, VIC, Australia

    Anna Flouris, MaryAnne Aitken, Clara Gaff & Sylvia A. Metcalfe

  2. Department of Paediatrics, The University of Melbourne, Parkville, 3052, VIC, Australia

    Anna Flouris, MaryAnne Aitken, Clara Gaff & Sylvia A. Metcalfe

  3. Department of Psychiatry, The University of Melbourne, Parkville, 3052, VIC, Australia

    Graeme Hawthorne

  4. Genetic Health Services Victoria, Royal Children’s Hospital, Parkville, 3052, VIC, Australia

    Clara Gaff

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  1. Anna Flouris
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  2. Graeme Hawthorne
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  3. MaryAnne Aitken
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  4. Clara Gaff
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  5. Sylvia A. Metcalfe
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Correspondence to Sylvia A. Metcalfe.

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Flouris, A., Hawthorne, G., Aitken, M. et al. Development of a questionnaire for evaluating genetics education in general practice. J Community Genet 1, 175–183 (2010). https://doi.org/10.1007/s12687-010-0027-8

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  • DOI: https://doi.org/10.1007/s12687-010-0027-8

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