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Suggested Citation:"References." Institute of Medicine. 2015. Improving Genetics Education in Graduate and Continuing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18992.
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Page 67
Suggested Citation:"References." Institute of Medicine. 2015. Improving Genetics Education in Graduate and Continuing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18992.
×
Page 68
Suggested Citation:"References." Institute of Medicine. 2015. Improving Genetics Education in Graduate and Continuing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18992.
×
Page 69
Suggested Citation:"References." Institute of Medicine. 2015. Improving Genetics Education in Graduate and Continuing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18992.
×
Page 70
Suggested Citation:"References." Institute of Medicine. 2015. Improving Genetics Education in Graduate and Continuing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18992.
×
Page 71
Suggested Citation:"References." Institute of Medicine. 2015. Improving Genetics Education in Graduate and Continuing Health Professional Education: Workshop Summary. Washington, DC: The National Academies Press. doi: 10.17226/18992.
×
Page 72

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REFERENCES 69 Interprofessional Education Collaborative Expert Panel. 2011. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaborative. IOM (Institute of Medicine). 1972. Educating for the health team. Washington, DC: National Academy Press. P. 4. IOM. 2010. Redesigning continuing education in the health professions. Washington, DC: The National Academies Press. Isaac, T., J. Zheng, and A. Jha. 2012. Use of UpToDate and outcomes in U.S. hospitals. Journal of Hospital Medicine 7(2):85–90. Johnson, J. A., J. L. Bootman, W. E. Evans, R. A. Hudson, D. Knoell, L. Simmons, R. Straubinger, and S. M. Meyer. 2002. Pharmacogenomics: A scientific revolution in pharmaceutical sciences and pharmacy practice. Report of the 2001–2002 Academic Affairs Committee. American Journal of Pharmaceutical Education 66:12S–15S. Kind, T., P. D. Patel, D. Lie, and K. C. Chretien. 2014. Twelve tips for using social media as a medical educator. Medical Teacher 36(4):284–290. Korf, B. R., A. B. Berry, M. Limson, A. J. Marian, M. F. Murray, P. P. O’Rourke, E. R. Passamani, M. V. Relling, J. Tooker, G. J. Tsongalis, and L. L. Rodriguez. 2014. Framework for development of physician competencies in genomic medicine: Report of the Competencies Working Group of the Inter- Society Coordinating Committee for Physician Education in Genomics. Genetics in Medicine 16(11):804–809. Kuo, G. M., J. D. Ma, K. C. Lee, J. R. Halpert, P. E. Bourne, T. G. Ganiats, and P. Taylor. 2011. Institutional profile: University of California San Diego Pharmacogenomics Education Program (PharmGenEd): Bridging the gap between science and practice. Pharmacogenomics 12(2):149–153. Larsen, D. P., A. C. Butler, and H. L. Roediger, 3rd. 2008. Test-enhanced learning in medical education. Medical Education 42(10):959–966. Logghe, H., J. Maa, and J. Schwartz. 2013. Twitter usage at Clinical Congress rises markedly over two years. Bulletin of the American College of Surgery 98(2):22–24. Lowe, M. M., N. Bennett, and A. Aparicio. 2009. The role of audience characteristics and external factors in continuing medical education and physician change: Effectiveness of continuing medical education: American College of Chest Physicians evidence-based educational guidelines. Chest 135(3 Suppl):56s–61s. Manolio, T. A., and M. F. Murray. 2014. The growing role of professional societies in educating clinicians in genomics. Genetics in Medicine 16(8):571–572. Mansouri, M., and J. Lockyer. 2007. A meta-analysis of continuing medical education effectiveness. Journal of Continuing Education in the Health Professions 27(1):6–15.

70 IMPROVING GENETICS EDUCATION Marinopoulos, S. S., T. Dorman, N. Ratanawongsa, L. M. Wilson, B. H. Ashar, J. L. Magaziner, R. G. Miller, P. A. Thomas, G. P. Prokopowicz, R. Qayyum, and E. B. Bass. 2007. Effectiveness of continuing medical education. Evidence Report/Technology Assessment (Full Report) 149:1–69. Matta, R., C. Doiron, and M. J. Leveridge. 2014. The dramatic increase in social media in urology. Journal of Urology 192(2):494–498. Mazmanian, P. E., and D. A. Davis. 2002. Continuing medical education and the physician as a learner: Guide to the evidence. Journal of the American Medical Association 288(9):1057–1060. Mazmanian, P. E., D. A. Davis, and R. Galbraith. 2009. Continuing medical education effect on clinical outcomes: Effectiveness of continuing medical education: American College of Chest Physicians evidence-based educational guidelines. Chest 135(3 Suppl):49s–55s. McCullough, K. B., C. M. Formea, K. D. Berg, J. A. Burzynski, J. L. Cunningham, N. N. Ou, M. I. Rudis, J. L. Stollings, and W. T. Nicholson. 2011. Assessment of the pharmacogenomics educational needs of pharmacists. American Journal of Pharmaceutical Education 75(3):51. McInerney, J. D., E. Edelman, T. Nissen, K. Reed, and J. A. Scott. 2012. Preparing health professionals for individualized medicine. Personalized Medicine 9(5):529–537. Moore, D. E., Jr., J. S. Green, and H. A. Gallis. 2009. Achieving desired results and improved outcomes: Integrating planning and assessment throughout learning activities. Journal of Continuing Education in the Health Professions 29(1):1–15. Nasca, T. J., I. Philibert, T. Brigham, and T. C. Flynn. 2012. The next GME accreditation system—rationale and benefits. New England Journal of Medicine 366(11):1051–1056. Neill, A., J. J. Cronin, D. Brannigan, R. O’Sullivan, and M. Cadogan. 2014. The impact of social media on a major international emergency medicine conference. Emergency Medicine Journal 31(5):401–404. O’Donnell, P. H., K. Danahey, M. Jacobs, N. R. Wadhwa, S. Yuen, A. Bush, Y. Sacro, M. J. Sorrentino, M. Siegler, W. Harper, A. Warrick, S. Das, D. Saner, C. L. Corless, and M. J. Ratain. 2014. Adoption of a clinical pharmacogenomics implementation program during outpatient care—Initial results of the University of Chicago “1,200 Patients Project.” American Journal of Medical Genetics, Part C: Seminars in Medical Genetics 166c(1):68–75. Radecki, R. P., S. R. Rezaie, and M. Lin. 2014. Global Emergency Medicine Journal Club: Social media responses to the November 2013 Annals of Emergency Medicine Journal Club. Annals of Emergency Medicine 63(4):490–494. Reiss, S. M. 2011. Integrating pharmacogenomics into pharmacy practice via medication therapy management. Journal of the American Pharmacists Association 51(6):e64–e74.

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Many health care providers do not have either the knowledge or the tools they need in order to apply genetic information in their day-to-day practices. This lack of support is contributing to a substantial delay in the translation of genetic research findings, when appropriate, into improvement in patient outcomes within the health care system. Although the need to improve genetics knowledge among health care providers is clear, the best approaches to educating health care providers in a way that produces meaningful changes in clinical practice are not, especially given the competing coursework and training needs that exist in today's increasingly complex health care settings.

To examine the potential and the challenges of providing genetics education, the Roundtable on Translating Genomic-Based Research for Health of the Institute of Medicine hosted a workshop on August 18, 2014. The workshop examined a variety of approaches that could improve the teaching of genetics in the graduate and continuing education of health professionals; these approaches included online and interactive instruction, just-in-time approaches, the development of clinical decision-support tools, and the incorporation of genetics requirements into licensing and accreditation. This report summarizes the presentations and discussion of the event.

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