Table 5 Analysis of papers using Kirkpatrick model
From: A systematic review of interventions to provide genetics education for primary care
Kirkpatrick/Moore levels of education and evaluation | Kirkpatrick definition | Genetics module format | Assessment | Educational objective | Studies |
|---|---|---|---|---|---|
I | Satisfaction | G-CPD or G-eCPD, live module, supportive website | Satisfaction, questionnaire | Information, understanding | Houwink et al. [29] Houwink et al [30] |
II | Knowledge, self-reported competences of newly learned consultation skills | G-eCPD, G-CPD, live module | Multiple-choice questions, open ended questions, vignettes: pre/post and retention test | Information, understanding | Bethea et al. [24] Carroll et al. [25] Carroll et al. [26] Clyman et al. [27] Emery et al. [28] Houwink et al. [29] Houwink et al. [30], Laberge et al. [31] Metcalfe et al. [32] Srinivasan et al. [33] Wilson et al. [34] |
III | Behavioural change | Live module | Responses to SP encounters in actual practice: pre/post and retention test | Synthesis, application, performance, attitude | Carroll et al. [26] Clyman et al. [27] Emery et al. [28] Houwink et al. [29] Laberge et al. [31] Srinivasan et a.l [33] Wilson et al. [34] |
IV | Impact on organizational change and health gain, sustained change in practice behaviour and use of acquired genetics competencies | G-eCPD, live module, supportive website or other practical clinical genetic tool such as GenetiKit | GP referral data to genetics services | Analysis, synthesis, evaluation: health gain through timely (increased) referral to clinical genetics centers | Carroll et al. [26] Emery et al. [28] Laberge et al. [31] Wilson et al. [34] |