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6 Next Steps to Achieve Effective Genetics Education for Health Professionals
Pages 57-66

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From page 57...
... (Box 6-1 lists the various changes suggested by workshop participants.) Genomics education must be relevant to a health professionals practice and should have an ultimate goal of improving patient outcomes, said Diane Seibert of the Uniformed Services University of the Health Sciences.
From page 58...
... • Genomics education for all health professionals (Seibert) • The competencies expected of health care providers (Goldgar)
From page 59...
... to provide genetics information when it is needed and in a real-world context is particularly promising. "I don't think there is a better way to gather information, absorb it and keep it than to present it in" a clinical context, she said.
From page 60...
... Work must be done on the backend to ensure that individuals come away feeling energized by and engaged in the encounter, Seibert said. Weiss suggested preparing an "elevator speech" for the chief executive officer of a major health system on why a particular genetic evaluation should be done for all relevant patients.
From page 61...
... From a systems or health care delivery perspective, he said, we need to ask: Of everything that is currently known in genetics and genomics, what one thing do we need to integrate into practice that would improve or save lives? Murray made a similar point when he described the need to identify a specific application that could help close the practice gap.
From page 62...
... On a similar note, a participant said that a major driver of change for genetics education in medical schools was the inclusion of more genetic questions on the United States Medical Licensing Exam, with a genetics subscore being reported. When the students of an institution do poorly on the genetics part of a licensing exam, the dean of that institution pays attention, he said.
From page 63...
... Furthermore, in this way geneticists can empower other subspecialties to act on genetic information. However, Blumberg pointed out that information for clinicians on what to do next in laboratory reports assumes a perfect genotype– phenotype correlation and complete laboratory access to clinical information, but neither condition applies in the real world.
From page 64...
... Medical education could be required to add components that are more likely to change behaviors, such as an interactive component, Goldgar suggested. Easier access to patient outcomes would help in the evaluation and design of continuing medical education, said Ann Karty of the Council of Medical Specialty Societies.
From page 65...
... -- that is the awareness within the broader community about the relevance of genomics."


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