The growing role of professional societies in educating clinicians in genomics

Manolio, Teri A.; Murray, Michael F.

doi:10.1038/gim.2014.6

Cited by 32 publications

(21 citation statements)

References 8 publications

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“…Information available at the point of care, targeted to the clinical situation at hand, is most likely to be meaningful and to promote improved outcomes for patients. Collaboration among a broad number of stakeholders, such as that being undertaken by the National Human Genome Research Institute’s Intersociety Coordinating Committee, is likely to be most successful in addressing educational resource deficits by reaching a large number of physicians in many specialty areas 70. As a federation organization representing all 50 US state medical societies and more than 100 medical specialty societies, the AMA is particularly suited to act as a convener to promote improved resource development.…”

Section: Resultsmentioning

confidence: 99%

Pharmacogenomic knowledge gaps and educational resource needs among physicians in selected specialties

Taber¹,

Dickinson²

2014

PGPM

101

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BackgroundThe use of pharmacogenomic testing in the clinical setting has the potential to improve the safety and effectiveness of drug therapy, yet studies have revealed that physicians lack knowledge about the topic of pharmacogenomics, and are not prepared to implement it in the clinical setting. This study further explores the pharmacogenomic knowledge deficit and educational resource needs among physicians.Materials and methodsSurveys of primary care physicians, cardiologists, and psychiatrists were conducted.ResultsFew physicians reported familiarity with the topic of pharmacogenomics, but more reported confidence in their knowledge about the influence of genetics on drug therapy. Only a small minority had undergone formal training in pharmacogenomics, and a majority reported being unsure what type of pharmacogenomic tests were appropriate to order for the clinical situation. Respondents indicated that an ideal pharmacogenomic educational resource should be electronic and include such components as how to interpret pharmacogenomic test results, recommendations for prescribing, population subgroups most likely to be affected, and contact information for laboratories offering pharmacogenomic testing.ConclusionPhysicians continue to demonstrate pharmacogenomic knowledge gaps, and are unsure about how to use pharmacogenomic testing in clinical practice. Educational resources that are clinically oriented and easily accessible are preferred by physicians, and may best support appropriate clinical implementation of pharmacogenomics.

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Section: Resultsmentioning

confidence: 99%

Pharmacogenomic knowledge gaps and educational resource needs among physicians in selected specialties

Taber¹,

Dickinson²

2014

PGPM

101

View full text Add to dashboard Cite

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“…ISCC member organizations focus on physician training, starting with medical school matriculation and continuing through residency and fellowship, for active clinicians. 8 The ISCC seeks to "improve genomic literacy of physicians and other practitioners and to enhance the practice of genomic medicine through sharing of educational approaches and joint identification of educational needs. " The ISCC developed four working groups: Genomic Medicine Competencies, Educational Products, Use Cases, and Specialty Boards (see Supplementary Data S1 online).…”

Section: Special Article © American College Of Medical Genetics and Gmentioning

confidence: 99%

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

Korf

Berry

Limson³

et al. 2014

Genetics in Medicine

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131

128

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“…There is therefore urgency for professional societies overseeing medical genetics, obstetrics and gynecological practice, and prenatal diagnosis to educate practitioners (Manolio and Murray 2014). Guidelines need to be developed for the prenatal use of these new diagnostic modalities to address the circumstances in which they are best offered, how pre-and post-test counseling should proceed, what the most optimal ways are to obtain informed consent, which categories of results should be reported, and who decides on this within the informed consent process (Lohn et al 2013;Appelbaum et al 2014;Bui et al 2014;Holm et al 2014).…”

Section: Discussionmentioning

confidence: 99%