Emilia Stellacci ¹ Simone Martinelli ^1* Pietro Carbone ² Elena Demuru ¹ Maurizio Genuardi ^3,4 Paola Ghiorzo ^5,6 Giuseppe Novelli ⁷ Alessandra Di Pucchio ² Federica M. Regini ² Debora Guerrera ² Andrea Vittozzi ² Donatella Barbina ² Serenella Venanzi ¹ Marc Van Den Bulcke ⁸ Stefania Boccia ³ Alfonso Mazzaccara ² Arcangela De Nicolo ⁹ Roberta De Angelis ¹

• ¹ Department of Oncology and Molecular Medicine, National Institute of Health (ISS), Rome, Lazio, Italy
• ² National Institute of Health (ISS), Rome, Lazio, Italy
• ³ Sezione di Lgiene Generale e Applicata, Dipartimento di Scienze della Vita e Sanità Pubblica, Università Cattolica del Sacro Cuore, Roma, Rome, Lazio, Italy
• ⁴ Agostino Gemelli University Polyclinic (IRCCS), Rome, Lazio, Italy
• ⁵ Department of Internal Medicine and Medical Specialties, School of Medical and Pharmaceutical Sciences, University of Genoa, Genova, Italy
• ⁶ Unit of Genetics of Rare Cancers, Department of Oncology and Hematology, San Martino Hospital (IRCCS), Genoa, Italy
• ⁷ Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Lazio, Italy
• ⁸ Independent researcher, Brussels, Belgium
• ⁹ Center for Omics Sciences, IRCCS San Raffaele Scientific Institute, Milano, Italy

Background. Genetic and genomic literacy of health professionals is of utmost importance to realise the full potential of personalised medicine. As part of a European Union project, we piloted an e-learning course on oncogenomics, primarily targeted to physicians, and we assessed both its effectiveness and users’ satisfaction. Methods. The course materials were developed in English according to the Problem-Based Learning method. Learning objectives, covering the basic principles of genetics and the OMICS technologies applied to oncology, were defined based on previously identified core competencies. We used a pre-test vs. post-test study design to assess knowledge improvements. Performance results by demographic and professional characteristics of participants were analysed using univariate or multivariate statistical methods. Results. Overall, 346 Italian professionals (61% physicians, 39% biologists) successfully completed the course. Their average post-test score was almost 19% higher than the pre-test (71.6% vs. 52.9%), with no significant differences by sex. Older age (>50 years) and southern area of residence were both correlated with higher gains. The average proportion of correct answers in the final certification test after three attempts was 85% (69% at first attempt), with some differences across professional categories. Methodology, quality of content and usability of the e-learning platform were all highly rated via satisfaction questionnaire (average scores between 4 and 5, scale 1 to 5). Conclusions. The pilot phase confirmed the suitability of the e-learning as a cost-effective method to improve oncogenomic literacy of health professionals. Translation into natural languages and accreditation by European or country-specific Continuing Medical Education systems will be the main incentives for wider dissemination.