Improving Genetics Education in Graduate and Continuing Health Professional Education Workshop Summary (2015) / Chapter Skim
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1 Introduction and Themes of the Workshop
1 Introduction and Themes of the Workshop
Pages 1-6
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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.2 In addition, 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.
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Nor did it BOX 1-1 Workshop Objectives • To examine the context for the challenges involved in edu cating health care providers in genetics. • To review promising approaches for providing genetics edu cation in various settings.
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Within that scope, a wide range of stakeholders, including health care providers, representatives of graduate and residency programs, professional society representatives, board examiners, and education specialists, presented their perspectives and participated in discussions during the workshop.
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WHAT CHANGES ARE NEEDED, AND HOW CAN THEY BE MADE? What are the three things that would have the greatest impact in improving genetics education for health care professionals?
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Finally, Scott said, these interactions need to extend beyond health care providers to the many other groups that are involved in medical education. For genetics knowledge to inform medical practice in a way that improves public health, groups that accredit educational programs, that design and evaluate new educational approaches, and that focus on quality improvement within health care must all work together.
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