Constructing a Typology of Learner Archetypes: Insights from Health Professionals’ Lived Experiences of Learning Genomics in the Workplace: Typology of Learner Archetypes

Innovations, including genomics, will reshape the healthcare workforce’s practice. Workplace learning, fundamental in healthcare professional education and training, plays an important role in healthcare implementation and workforce preparedness. However, no empirical research has explored genomic workplace learning experiences. To address this gap, we explored doctors’ lived experiences and attitudes toward learning genomics in the workplace. Doctors working in hospitals in Victoria, Australia with access to clinical genetics were invited to participate in this longitudinal phenomenological study. After confirming eligibility, ten doctors representing a range of specialties, career stages, workplaces, and genomic experiences completed longitudinal semi-structured interviews and submitted monthly reflective narratives on genomic workplace learning experiences. Participant datasets were collected over five to thirteen months. We applied narrative analysis to construct a learner 'archetype' from each participant’s dataset. Deductive content analysis was then conducted to sort and synthesize the archetypes into a typology. Each participant
reported unique genomic workplace learning experiences, primarily shaped by
their work context. From each participant's dataset, we constructed ten meta-stories and ‘Archetypes’, capturing the essence of their lived experience. We then synthesized the Archetypes into four learner attitude groups, constructing the Typology of Genomic Learner Archetypes. Work contexts shape genomic workplace learning experiences and attitudes.
This is the first empirical research demonstrating the utility of workplace learning as a pragmatic theory for innovation implementation. Constructed from lived experience data, the Genomic Learner Archetypes and Typology can inform and ensure interventions and supports are appropriately tailored to holistically address the workforce’s learning and work needs.