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Depression is a complex condition shaped by dynamic interactions between genetic vulnerability, environmental exposures, and epigenetic mechanisms. This experience report describes a pilot educational intervention designed to train healthcare professionals in the epigenetics of Depression using a Training of Trainers (ToT) model combined with case-based learning (CBL). The epigenetics module was delivered as part of a broader training program in mental disorders, and the epigenetics component consisted of an interactive session integrating theoretical instruction, a structured clinical case, guided discussion questions, and learning objectives focused on gene–environment interactions, adverse childhood experiences (ACEs), lifestyle factors, and pharmacogenetic considerations. A total of 47 healthcare professionals from diverse disciplines participated in the program. Qualitative outputs indicated that participants developed an expanded understanding of depression. Reports suggested increased sensitivity to non-specific clinical presentations, such as somatic complaints and functional impairment, and greater awareness of how life history and contextual factors may contribute to depressive vulnerability. This experience suggests that ToT and CBL-based educational strategies may support the dissemination of epigenetic knowledge among healthcare professionals and promote its application in practice. Future studies incorporating structured quantitative assessments are needed to evaluate educational outcomes and long-term impact.
Moraes et al. (2026) studied this question.