US Health Educators’ Likelihood of Adopting Genomic Competencies Into Health Promotion

Chen, Lei‐Shih; Kwok, Oi‐Man; Goodson, Patricia

doi:10.2105/ajph.2007.122663

Cited by 40 publications

(37 citation statements)

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“…14,15 Although we surveyed public health educators from prominent professional organizations, not all public health educators were members, and thus our sampling frame did not include the entire population studied. It is important to note, however, that a comprehensive list of all practicing health educators in the United States is nonexistent.…”

Section: Discussionmentioning

confidence: 99%

“…14,15 In brief, we sent 8058 valid e-mail invitations to take the survey, to members of four major public health education professional organizations. These organizations included The National Commission for Health Education Credentialing, Inc., the Society for Public Health Education, the School Health Education and Services Section of the APHA, and the Health Education Directory.…”

Section: Recruitmentmentioning

confidence: 99%

“…14 Further, this sample's likelihood to adopt genomic competencies into health promotion was low, according to a structural equation modeling analysis. 15 Because this analysis focused on various predictors of likelihood of adoption, it did not capture specific perceptions of which factors might preclude the sample from, or stand in the way of incorporating genomic elements into health education research and practice. Describing these factors in detail is one of the aims of this report.…”

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confidence: 99%

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Barriers to adopting genomics into public health education: a mixed methods study

Chen

Goodson

2009

Genetics in Medicine

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Purpose: To examine public health educators' perceptions of barriers to incorporate genomic content (information, discoveries, technologies) into health promotion. Methods: Mixed methods (qualitative and quantitative approaches)-using a fully mixed sequential dominant status design-were employed. Qualitative data were collected from a convenient sample of 24 public health educators, through personal interviews. Quantitative data, from a nation-wide sample of 1607 professionals (from four professional organizations/ groups), were collected through a Web-based survey (adjusted response rate ϭ 23.1%). Content analysis guided the interpretation of the qualitative data; descriptive statistics were used to analyze the survey data and to compare prevalence of themes across the qualitative and survey samples. Results: Specific barriers highlighted by the qualitative and the survey samples included lack of genomic knowledge (basic and applied), having to deal with the lay public's reaction, lack of priority, time and resources, and incompatibility between genomics and public health educators' religious and ethical beliefs. Conclusion: This study suggests that public health educators perceive numerous barriers to incorporating genomics into health promotion. More research is needed to confirm this study's findings, to explore potential sources, and to propose viable strategies to overcome many of these barriers. Genet Med 2009:11(2):104 -110.

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Section: Discussionmentioning

confidence: 99%

Section: Recruitmentmentioning

confidence: 99%

mentioning

confidence: 99%

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Barriers to adopting genomics into public health education: a mixed methods study

Chen

Goodson

2009

Genetics in Medicine

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“…On the basis of our previous study, 9 we proposed a theoretical framework to explain health educators' likelihood of adopting genomic competencies into health promotion practice. The framework was adopted from social cognitive theory, 16 the theory of planned behavior, 17 and the diffusion of innovations theory, 18 and was later tested with 1,607 US health educators using a structural equation modeling technique.…”

Section: The Fhh Web-based Trainingmentioning

confidence: 99%

Effectiveness of a Web-based genomics training for health educators in Texas

Chen

Goodson

Jung

et al. 2014

Genetics in Medicine

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“…Nonetheless, the idea of risk remains abstract and is difficult to grasp for non-experts. The diversity of their perceptions reveals itself in the literature [65][66][67]. Emphasizing these nuances buttresses the…”

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confidence: 98%

Nutrigenomics for Global Health: Ethical Challenges for Underserved Populations

Godard¹,

Hurlimann

2009

CPPM

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Nutrigenomics covers disparate fields of nutrition science and has been defined in many different ways. In fact, this emerging field of science has multiple facets, many of which do not generate the same ethical issues. In particular, different ethical issues emerge concerning the extent to which nutrigenomics may actually improve global health, i.e., in terms of worldwide improvement of health, reduction of disparities, and protection against global threats that disregard national borders. Nutrigenomics raises many hopes and expectations on that score. However it remains unclear and controversial whether nutrigenomics studies and their actual or potential applications will actually benefit developing countries and their populations. Different forces may drive the choice of research priorities and shape the claims that are made when communicating the goals or the results of nutrigenomics studies and applications. This article proposes to assess expectations and claims in nutrigenomics, with respect to their respective potential impact on global health and the ethical issues they raise. Nutrigenomics is and should be more than premature claims and much debated promises about personalized nutritional interventions on individuals. Beyond questionable commercial claims, nutrigenomics is also knowledge about and recognition of the considerable impacts of underfeeding and malnutrition on the genome (and epigenome) integrity and stability. As such, nutrigenomics research is a valuable opportunity to revive and give strength to the debate about the unacceptable consequences of hunger and malnutrition worldwide, and to support a newly and potentially significant convergence in research priorities that could benefit both developed and developing countries. 3 IntroductionNutrigenomics is a new application context for genomics technologies that focuses on the bidirectional study of genetic factors influencing host (individuals' or populations') responses to diet as well as effects of bioactive constituents in food on host genome and gene expression [1, 2]. This bidirectional approach to the study of genome-diet interaction creates a dual avenue for tangible nutrigenomics applications.Nutrigenomics is often described as one of the latest applications of genomics technologies in the field of personalized health interventions or personalized medicine, following the science of pharmacogenetics and pharmacogenomics. Yet, as it will be shown in this article, nutrigenomics goes beyond personalized health interventions. It covers disparate fields of nutrition science, which may pursue different goals and thus have multiple facets. Consequently, different ethical issues emerge, particularly in regard to the extent to which nutrigenomics may improve global health.There is no common understanding of the term "global health" [3]. Global health "is a field that encompasses […], processes, and institutions needed to create the conditions for people throughout the world to attain the highest possible level of physical and mental h...

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US Health Educators’ Likelihood of Adopting Genomic Competencies Into Health Promotion

Abstract: Because US health educators in our sample do not appear ready for their professional role in genomics, future research and public health work-force training are needed.

Cited by 40 publications

References 14 publications

Barriers to adopting genomics into public health education: a mixed methods study

Barriers to adopting genomics into public health education: a mixed methods study

Effectiveness of a Web-based genomics training for health educators in Texas

Nutrigenomics for Global Health: Ethical Challenges for Underserved Populations

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