Objectives Polygenic risk scores are increasingly available to consumers to provide an estimate of the genetic contribution to health conditions. However, healthcare providers report limited knowledge and confidence using polygenic risk scores.
Clinical implementation necessitates educational programmes to support clinicians to integrate this new test into practice. This study aimed to identify healthcare providers' learning needs and preferences for polygenic risk education to inform the design of tailored education initiatives.
Design, setting and participants This pragmatic qualitative study used focus groups to capture healthcare providers' perspectives. To ensure informed responses, genetic healthcare providers with prior experience using polygenic risk scores, and/or who had completed polygenic risk education were recruited to participate in focus groups or interviews (n=30).
There were no exclusions based on country of practice. Recordings were transcribed and content analysis conducted to identify learning needs.
Themes related to education engagement were mapped to the capability, opportunity and motivation model for behaviour change. Results Among this cohort of experienced providers, residual gaps existed in polygenic risk-related knowledge, skills and local guidelines to inform practice.
BMJ Open published a clinical update in Research Highlights on 07 May 2026.
The item focuses on Preparing healthcare providers to use polygenic risk scores: a qualitative study of learning needs and educational preferences.
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