The effect of a prior e‐learning tool on genetic counseling outcomes in diverse ethnic couples with abnormal Down syndrome screening tests: A randomized controlled trial

• Published in: Journal of genetic counseling Vol. 33; no. 3; pp. 666 - 676
• Main Authors: Aboleil‐Zoubi, Olfat, Gafni‐Amsalem, Chen, Peled‐Perets, Lilach, Mamluk, Efrat, Tamir, Liron, Hakrosh, Shadia, Kurtzman, Shoshana, Chervinsky, Elena, Aalimi, Ula, Husam, Bashir, Khayat, Morad, Baram‐Tsabari, Ayelet, Shalev, Stavit A.
• Format: Journal Article
• Language: English
• Published: United States Blackwell Publishing Ltd 01.06.2024
• Subjects: Academic degrees; Adult; Animated films; Animation; Anxiety; Choices; Clinical trials; decision‐making; Down syndrome; Down Syndrome - genetics; Down Syndrome - psychology; Down syndrome screening; Down's syndrome; Ethnicity; Ethnicity - genetics; e‐learning tool; Female; Genetic Counseling; Genetic Testing - methods; Humans; Learning; Literacy; Male; Medical screening; Minority groups; Motion pictures; Prenatal diagnosis; Tests; Uptake; various ethnic populations; genetic counseling; various ethnic populations; e‐learning tool; decision‐making; prenatal diagnosis; Down syndrome screening
• ISSN: 1059-7700; 1573-3599; 1573-3599
• DOI: 10.1002/jgc4.1774

Genetic counseling (GC) following abnormal Down syndrome (DS) screening tests aims to ensure learning of complex medical concepts and discussion of counselees' personal desires. Pre‐GC use of electronic learning tools (e‐learning tools) can facilitate GC sessions by allowing more time for dialogue rather than learning medical and genetic concepts, enabling greater focus on the counselee's decisional, psychological, and personal needs. Few studies have investigated such tools for DS screening tests and those who have focused on screening uptake rather than abnormal results and implications. This study evaluated prenatal GC outcomes following implementation of an e‐learning tool utilizing an educational animated movie for couples of varied ethnic backgrounds in northern Israel, with abnormal DS screening tests. E‐learning tool impact was assessed as knowledge level, informed choices, satisfaction with the intervention and GC process, the state of anxiety and duration of the GC meeting. The 321 study participants were randomized to three groups: animation movie, booklet, and control. All participants had been asked to complete pre‐ and post‐counseling questionnaires. Outcome scores were compared between the research groups. Results showed increased knowledge level in general among participants in the animation group; among minority participants, the highest knowledge level was in the animation group. Anxiety levels and informed choices were not statistically different among the groups. However, watching the animation, Jewish ethnicity, good level of genetic literacy, and academic degree were significant predictors of informed choice, and those who watched the animation were three times more likely to make an informed choice than the control group. Our findings suggest that this e‐learning tool is efficient and acceptable for the general population. Special attention is needed for minorities with lower genetic literacy and education.