Impacts of incorporating personal genome sequencing into graduate genomics education: a longitudinal study over three course years

Table 7 Mean (standard deviation) and range of self- and objectively-assessed genetics and genomics knowledge across all students and time points

Self-assessed knowledge	T1 (n = 65)	T2 (n = 57)	T3 (n = 52)	T4 (n = 52)	Test (n = 35)^a
Confidence	2.9 (1.1) 1–5	3.4 (0.9) 1–5	3.1 (1.0 1–5	3.6 (0.7)^b 1–5	Z = 2.82, r = 0.37 p = 0.0041
Current understanding of genetics	4.17 (0.78) 2–5	4.09 (0.71) 2–5	4.31 (0.64) 3–5	4.19 (0.69) 3–5	Z = −0.30, r = 0.04 p = 0.99
Genetics knowledge compared to others	4.11 (0.89) 2–5	4.05 (0.66) 2–5	4.19 (0.66) 2–5	4.46 (0.58) 3–5	Z = 2.01 r = 0.24 p = 0.065
Current understanding of WGS	3.68 (0.87) 2–5	3.88 (0.71) 2–5	3.75 (0.74) 2–5	4.08 (0.65) 3–5	Z = 3.22, r = 0.38 p = 0.0015
Current WGS knowledge compared to others	3.86 (0.83) 2–5	3.95 (0.85) 2–5	3.92 (0.79) 2–5	4.42 (0.54) 3–5	Z = 3.13, r = 0.37 p = 0.0026
Objective knowledge	T1 (n = 60)	T2 (n = 53)	T3 (n = 37)	T4 (n = 33)	Test (n = 30)^a
Genomics test	2.5 (1.7)^c 0–7	3.1 (1.5) 0–7	2.9 (1.7) 0–7	4.3 (1.8)^d 1–9	Z = 4.40, r = 0.57 p = 9.24e-7

Confidence is reported on a 1–5 scale from “No confidence” to “High confidence”. Current understanding is reported on a 1–5 scale from “None” to “High”, while knowledge compared is reported on a 1–5 scale from “Much less than others” to “Much more than others”. Test results are reported for paired comparison of T1 and T4. Total number of valid responses shown at each time point. The objective knowledge measure, range 0–10, was only included in 2014–2015
^aWilcoxon-signed rank test between T4 and T1, and thus only including eligible students
^bOnly 44 participants answered this question at T4
^cWilcoxon-Mann-Whitney test of association with year was not significant: Z = −1.11, p = 0.27
^d Wilcoxon-Mann-Whitney test of association with year was not significant: Z = −1.27, p = 0.21

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