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Assessing educational priorities in genetics for general practitioners and specialists in five countries: factor structure of the Genetic-Educational Priorities (Gen-EP) scale.
Calefato, J.M., Nippert, I., Harris, H.J., Kristoffersson, U., Schmidtke, J., Kate, L.P. ten, Anionwu, E., Benjamin, C., Challen, K., Plass, A.M., Harris, R., Julian-Reynier, C. Assessing educational priorities in genetics for general practitioners and specialists in five countries: factor structure of the Genetic-Educational Priorities (Gen-EP) scale. Genetics in Medicine: 2008, 10(2), p. 99-106.
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Purpose: A scale assessing primary care physicians' priorities for genetic education (The Gen-EP scale) was developed and tested in five European countries. The objective of this study was to determine its factor structure, to test scaling assumptions and to determine internal consistency. Methods: The sample consisted of 3686 practitioners (general practitioners, gyneco-obstetricians, pediatricians) sampled in France, Germany, the Netherlands, Sweden, and United Kingdom. We first determined the factor structure of the Gen-EP scale (30 items) on the whole sample. Scaling assumptions were then tested on each country using multitrait scaling analysis. Internal consistency was assessed across the five countries. Results: Six factors were identified accounting for 63.3% of the variance of the items. They represented the following priorities for genetic education: “Genetics of Common Diseases”; “Ethical, Legal, and Public Health Issues”; “Approaching Genetic Risk Assessment in Clinical Practice”; “Basic Genetics and Congenital Malformations”; “Techniques and Innovation in Genetics” and “Psychosocial and Counseling Issues.” In each country, convergent and discriminant validity were satisfactory. Internal-consistency reliability coefficients (Cronbach's α) were all above the acceptable threshold (0.70). Conclusion: The Gen-EP scale could be a helpful instrument in different countries to organize and evaluate the impact of genetic educational programs for primary care providers. (aut. ref.)
Purpose: A scale assessing primary care physicians' priorities for genetic education (The Gen-EP scale) was developed and tested in five European countries. The objective of this study was to determine its factor structure, to test scaling assumptions and to determine internal consistency. Methods: The sample consisted of 3686 practitioners (general practitioners, gyneco-obstetricians, pediatricians) sampled in France, Germany, the Netherlands, Sweden, and United Kingdom. We first determined the factor structure of the Gen-EP scale (30 items) on the whole sample. Scaling assumptions were then tested on each country using multitrait scaling analysis. Internal consistency was assessed across the five countries. Results: Six factors were identified accounting for 63.3% of the variance of the items. They represented the following priorities for genetic education: “Genetics of Common Diseases”; “Ethical, Legal, and Public Health Issues”; “Approaching Genetic Risk Assessment in Clinical Practice”; “Basic Genetics and Congenital Malformations”; “Techniques and Innovation in Genetics” and “Psychosocial and Counseling Issues.” In each country, convergent and discriminant validity were satisfactory. Internal-consistency reliability coefficients (Cronbach's α) were all above the acceptable threshold (0.70). Conclusion: The Gen-EP scale could be a helpful instrument in different countries to organize and evaluate the impact of genetic educational programs for primary care providers. (aut. ref.)