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Challenges and Opportunities for Genomics Education: Insights from an Institute of Medicine Roundtable Activity.
J Contin Educ Health Prof
March 2017
Dr. Dougherty: Director of Education, American Society of Human Genetics, Bethesda, MD and Adjoint Associate Professor, Department of Pediatrics, University of Colorado School of Medicine, Aurora, CO. Ms. Wicklund: Director, Graduate Program in Genetic Counseling, Feinberg School of Medicine, Northwestern University, Chicago, IL. Dr. Johansen Taber: Director of Personalized Medicine, American Medical Association, Chicago, IL.
Despite the growing availability of genomic tools for clinical care, many health care providers experience gaps in genomics knowledge and skills that serve as impediments to widespread and appropriate integration of genomics into routine care. A workshop recently held by the Institute of Medicine (IOM) Roundtable on Translating Genomics-Based Research for Health explored 1) the barriers that result in a perception among health care providers that the need for genomics education is not urgent and 2) the drivers that may spur a change in that attitude. This commentary promotes continuing and graduate education-informed by an awareness of barriers, drivers, and best practices-as the most effective approaches for preparing the workforce for genomic medicine and ultimately improving patient care, and argues that the time for education is now.
View Article and Find Full Text PDFExternal validation of the Ferguson pulmonary risk score for predicting major pulmonary complications after oesophagectomy†.
Eur J Cardiothorac Surg
January 2016
Division of General Thoracic Surgery, Department of Surgery, Mayo Clinic, Rochester, MN, USA
Objectives: Pulmonary complications remain a frequent cause of morbidity in patients undergoing oesophagectomy. Risk screening tools assist in patient stratification. Ferguson proposed a risk score system to predict major pulmonary complications after oesophagectomy.
View Article and Find Full Text PDFPractice variability in prenatal genetic counseling.
J Genet Couns
September 1994
Department of Pediatrics, SUNY Health Science Center, 750 E. Adams St., 13210, Syracuse, New York.
This study demonstrated that the content of prenatal genetic counseling sessions varied from counselor to counselor and from center to center. The study was designed to examine which specific issues were included by genetic counselors in prenatal genetic counseling sessions, and to determine which factors led genetic counselors to include or exclude this information from such sessions. Data were collected by randomly surveying 200 full, master degree members of the National Society of Genetic Counselors (NSGC).
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