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Animation or leaflet: Does it make a difference when educating young people about genome sequencing?

  • Jennifer Hammond
  • , Ian Garner
  • , Melissa Hill
  • , Christine Patch
  • , Amy Hunter
  • , Beverly Searle
  • , Saskia C Sanderson
  • , Celine Lewis
  • North Thames Genomic Laboratory Hub, Great Ormond Street Hospital for Children NHS Foundation Trust, London, UK; Genetics and Genomic Medicine, UCL Great Ormond Street Institute of Child Health, London, UK.
  • Genomics England, Queen Mary University of London, Dawson Hall, London, UK; Counselling, Society and Ethics Research, Wellcome Genome Campus, Hinxton, Cambridge, UK; Faculty of Health and Wellbeing, Sheffield Hallam University, Howard Street, Sheffield, UK.
  • Genetic Alliance UK, London, UK.
  • Unique - The Rare Chromosome Disorder Support Group, Oxted, UK.
  • Early Disease Detection Research Project UK (EDDRP UK), London, UK; Department of Behavioural Science and Health, University College London, London, UK; PHG Foundation, Cambridge, UK.
  • North Thames Genomic Laboratory Hub, Great Ormond Street Hospital for Children NHS Foundation Trust, London, UK; Population, Policy and Practice, UCL Great Ormond Street Institute of Child Health, London, UK. Electronic address: [email protected].

Research output: Contribution to journal › Article › peer-review

9   Link opens in a new tab Citations (Scopus)
16 Downloads (Pure)

Abstract

Objective: To compare the effectiveness of an animation against two leaflets with and without images, in educating young people about genome sequencing (GS). Methods: An experimental survey with three assessment points (pre- intervention [T1], post – intervention [T2], 6-week follow-up [T3]). Participants (N = 606) were randomly assigned to receive one of three educational interventions; animation (n = 212); leaflet with images (n = 197); or leaflet with text only (n = 197). Measures of objective and subjective knowledge were completed at T1 (N = 606), T2 (N = 606) and T3 (N = 459). Measures of attitudes, intentions and beliefs towards GS and satisfaction with intervention were completed at T2 only. Results: The type of educational intervention young people received had no significant impact on their objective or subjective knowledge at both T2 and T3 (all p > .05), nor did the educational intervention type affect their attitudes, intentions and beliefs towards GS at T2 (p > .05). However, participant satisfaction was significantly higher in the animation group than the leaflet groups (p < .001). Conclusion: Animations and leaflets are both effective ways to deliver genomic education to young people, but the animations lead to higher satisfaction. Practice implications: Different individuals may find different modes of educational resources more accessible than others. Therefore a range of resources should ideally be made available to patients.

Original languageEnglish
Pages (from-to)2522-2530
Number of pages9
JournalPatient Education and Counseling
Volume104
Issue number10
Early online date1 Mar 2021
DOIs
Publication statusPublished - Oct 2021

Bibliographical note

© 2021 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND

Funding Information:
The animations were funded through a grant ( V0416 ) from the Great Ormond Street Hospital Children’s Charity . CL is funded by a Fellowship Award from Health Education England Genomics Programme. MH is partially funded by the NIHR BRC at Great Ormond Street Hospital.

Keywords

  • Animation
  • Education
  • Genome sequencing
  • Leaflet
  • Young people

Access to Document

  • Animation or leaflet

    © 2021 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND

    Final published version, 682 KBLicence: CC BY-NC-ND 3.0

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