Personal genotypes are teachable moments

Boguski, Mark S.; Boguski, Robert M.; Berman, Michele R

doi:10.1186/gm426

Cited by 11 publications

(9 citation statements)

References 6 publications

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“…Several recent publications have studied and commented on the method of teaching genomics by allowing students to explore their own genomic sequences (Boguski, Boguski, & Berman, 2013; Callier, 2012; Salari, Karczewski, Hudgins, & Ormond, 2013; Salari, Pizzo, & Prober, 2011; Vernez, Salari, Ormond, & Lee, 2013; Walt et al, 2011). Early qualitative evidence would suggest that this process could, with some specific populations, enhance student engagement with genomics curriculum.…”

Section: How Can Training Keep Up With These Changes?mentioning

confidence: 99%

Teaching Genomic Counseling: Preparing the Genetic Counseling Workforce for the Genomic Era

Hooker

Ormond

Sweet

et al. 2014

Journal of Genetic Counseling

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Genetic counselors have a long-standing history of working on the clinical forefront of implementing new genetic technology. Genomic sequencing is no exception. The rapid advancement of genomic sequencing technologies, including but not limited to next generation sequencing approaches, across all subspecialties of genetic counseling mandates attention to genetic counselor training at both the graduate and continuing education levels. The current era provides a tremendous opportunity for counselors to become actively involved in making genomics more accessible, engaging the population in decisions to undergo sequencing and effectively translating genomic information to promote health and well-being. In this commentary, we explore reasons why genomic sequencing warrants particular consideration and put forward strategies for training program curricula and continuing education programs to meet this need.

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Section: How Can Training Keep Up With These Changes?mentioning

confidence: 99%

Teaching Genomic Counseling: Preparing the Genetic Counseling Workforce for the Genomic Era

Hooker

Ormond

Sweet

et al. 2014

Journal of Genetic Counseling

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“…Personal genomics companies offer direct-to-consumer tests that allow them to independently obtain genetic information about disease risk, drug sensitivities, traits, and ancestry [ 11 – 13 ]. The ethics of how this type of information should be used and how the government regulates this type of data is uncertain and provides a current and relevant classroom discussion topic [ 14 – 16 ]. Having access to this personalized genome technology provides a practical learning opportunity for students to not just discuss genetics and genomes in abstract, but to learn in a more active and relevant way as they analyze their own personal genomics data.…”

Section: Introductionmentioning

confidence: 99%

Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses

2015

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An important discussion at colleges is centered on determining more effective models for teaching undergraduates. As personalized genomics has become more common, we hypothesized it could be a valuable tool to make science education more hands on, personal, and engaging for college undergraduates. We hypothesized that providing students with personal genome testing kits would enhance the learning experience of students in two undergraduate courses at Brigham Young University: Advanced Molecular Biology and Genomics. These courses have an emphasis on personal genomics the last two weeks of the semester. Students taking these courses were given the option to receive personal genomics kits in 2014, whereas in 2015 they were not. Students sent their personal genomics samples in on their own and received the data after the course ended. We surveyed students in these courses before and after the two-week emphasis on personal genomics to collect data on whether anticipation of obtaining their own personal genomic data impacted undergraduate student learning. We also tested to see if specific personal genomic assignments improved the learning experience by analyzing the data from the undergraduate students who completed both the pre- and post-course surveys. Anticipation of personal genomic data significantly enhanced student interest and the learning environment based on the time students spent researching personal genomic material and their self-reported attitudes compared to those who did not anticipate getting their own data. Personal genomics homework assignments significantly enhanced the undergraduate student interest and learning based on the same criteria and a personal genomics quiz. We found that for the undergraduate students in both molecular biology and genomics courses, incorporation of personal genomic testing can be an effective educational tool in undergraduate science education.

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“…Undergoing testing and using personal data in class exercises were found to enhance self-reported and assessed learning. Given such reports of educational benefit, a growing interest in courses incorporating such testing ( 1 ), and the rapidly decreasing cost of genome sequencing ( 14 ), there is—and should be—increased attention to the ethical issues associated with incorporating personal genomic testing/sequencing into curricula ( 3 , 17 ). This paper examines the types and technologies of testing and the particular issues raised by each; issues specific to the educational context; issues of privacy (including risks of discrimination and stigmatization); issues surrounding the right to know/not-know personal information; and subtle psychosocial sequelae of learning personal genomic information.…”

mentioning

confidence: 99%

Ethical Considerations Regarding Classroom Use of Personal Genomic Information

Parker

Grubs

2014

J Microbiol Biol Educ.

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Rapidly decreasing costs of genetic technologies—especially next-generation sequencing—and intensifying need for a clinical workforce trained in genomic medicine have increased interest in having students use personal genomic information to motivate and enhance genomics education. Numerous ethical issues attend classroom/pedagogical use of students’ personal genomic information, including their informed decision to participate, pressures to participate, privacy concerns, and psychosocial sequelae of learning genomic information. This paper addresses these issues, advocates explicit discussion of these issues to cultivate students’ ethical reasoning skills, suggests ways to mitigate potential harms, and recommends collection of ethically relevant data regarding pedagogical use of personal genomic information.

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Personal genotypes are teachable moments

Cited by 11 publications

References 6 publications

Teaching Genomic Counseling: Preparing the Genetic Counseling Workforce for the Genomic Era

Teaching Genomic Counseling: Preparing the Genetic Counseling Workforce for the Genomic Era

Anticipation of Personal Genomics Data Enhances Interest and Learning Environment in Genomics and Molecular Biology Undergraduate Courses

Ethical Considerations Regarding Classroom Use of Personal Genomic Information

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