Show simple item record

dc.contributor.authorPlunkett-Rondeau, Jevon
dc.contributor.authorHyland, Katherine
dc.contributor.authorDasgupta, Shoumita
dc.date2022-08-11T08:10:13.000
dc.date.accessioned2022-08-23T17:00:09Z
dc.date.available2022-08-23T17:00:09Z
dc.date.issued2015-11-01
dc.date.submitted2016-11-07
dc.identifier.citationGenet Med. 2015 Nov;17(11):927-34. doi: 10.1038/gim.2014.208. Epub 2015 Feb 12. <a href="http://dx.doi.org/10.1038/gim.2014.208">Link to article on publisher's site</a>
dc.identifier.issn1098-3600 (Linking)
dc.identifier.doi10.1038/gim.2014.208
dc.identifier.pmid25674779
dc.identifier.urihttp://hdl.handle.net/20.500.14038/43734
dc.description.abstractPURPOSE: Advances in genomic technologies are transforming medical practice, necessitating the expertise of genomically-literate physicians. This study examined 2013-2014 trends in genetics curricula in US and Canadian medical schools to ascertain whether and how curricula are keeping pace with this rapid evolution. METHODS: Medical genetics course directors received a 60-item electronic questionnaire covering curriculum design, assessment, remediation of failing grades, and inclusion of specific topics. RESULTS: The response rate was 74%. Most schools teach the majority of genetics during the first 2 years, with an increase in the number of integrated curricula. Only 26% reported formal genetics teaching during years 3 and 4, and most respondents felt the amount of time spent on genetics was insufficient preparation for clinical practice. Most participants are using the Association of Professors of Human and Medical Genetics Core Curriculum(1) as a guide. Topics recently added include personalized medicine (21%) and direct-to-consumer testing (18%), whereas eugenics (17%), linkage analysis (16%), and evolutionary genetics (15%) have been recently eliminated. Remediation strategies were heterogeneous across institutions. CONCLUSION: These findings provide an important update on how genetics and genomics is taught at US and Canadian medical schools. Continuous improvement of educational initiatives will aid in producing genomically-literate physicians.
dc.language.isoen_US
dc.relation<a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=25674779&dopt=Abstract">Link to Article in PubMed</a>
dc.relation.urlhttp://dx.doi.org/10.1038/gim.2014.208
dc.subjectGenetics and Genomics
dc.subjectMedical Education
dc.titleTraining future physicians in the era of genomic medicine: trends in undergraduate medical genetics education
dc.typeJournal Article
dc.source.journaltitleGenetics in medicine : official journal of the American College of Medical Genetics
dc.source.volume17
dc.source.issue11
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/peds_pp/48
dc.identifier.contextkey9353388
html.description.abstract<p>PURPOSE: Advances in genomic technologies are transforming medical practice, necessitating the expertise of genomically-literate physicians. This study examined 2013-2014 trends in genetics curricula in US and Canadian medical schools to ascertain whether and how curricula are keeping pace with this rapid evolution.</p> <p>METHODS: Medical genetics course directors received a 60-item electronic questionnaire covering curriculum design, assessment, remediation of failing grades, and inclusion of specific topics.</p> <p>RESULTS: The response rate was 74%. Most schools teach the majority of genetics during the first 2 years, with an increase in the number of integrated curricula. Only 26% reported formal genetics teaching during years 3 and 4, and most respondents felt the amount of time spent on genetics was insufficient preparation for clinical practice. Most participants are using the Association of Professors of Human and Medical Genetics Core Curriculum(1) as a guide. Topics recently added include personalized medicine (21%) and direct-to-consumer testing (18%), whereas eugenics (17%), linkage analysis (16%), and evolutionary genetics (15%) have been recently eliminated. Remediation strategies were heterogeneous across institutions.</p> <p>CONCLUSION: These findings provide an important update on how genetics and genomics is taught at US and Canadian medical schools. Continuous improvement of educational initiatives will aid in producing genomically-literate physicians.</p>
dc.identifier.submissionpathpeds_pp/48
dc.contributor.departmentDepartment of Pediatrics
dc.source.pages927-34


This item appears in the following Collection(s)

Show simple item record