Figure 2.

A summary of the participant-described approaches to education and learning that can prepare a medical specialist to practice genomic medicine. Formal sources of education, such as structured programs, provide knowledge that is then contextualized through peer-to-peer interactions and opportunities for experiential learning; each of these can build upon each other although are not necessarily equal in quality and quantity. Defining preparedness is challenging and may vary for different types of specialists (Vassy et al., 2015); we use this term to encompass knowledge, attitude, skills and confidence (Crellin et al., 2019). ^aThese activities are ones in which medical specialists would receive recognition from their relevant medical College, such as “points,” for having completed the educational activity.