Implementation and evaluation of a genetics curriculum to improve obstetrician-gynecologist residents' knowledge and skills in genetic diagnosis and counseling

Macri, Charles J.; Gaba, Nancy D.; Sitzer, Lauren; Freese, Lisa; Bathgate, Susanne L.; Larsen, John W.

doi:10.1016/j.ajog.2005.08.003

Cited by 19 publications

(12 citation statements)

References 15 publications

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“…Other studies have demonstrated challenges faced by OB professionals to provide their patients with an effective, informed decision-making process (ClearyGoldman et al 2006;Darcy et al 2011;Driscoll, Morgan, and Schulkin 2009;Kuller, Baughman, and Biolsi 1999;Macri et al 2005;Sadler 1997;Tyzack and Wallace 2003). Our data add to this body of knowledge, demonstrating the need to develop clinically relevant strategies to overcome such barriers.…”

Section: Discussionsupporting

confidence: 51%

Patient-Centered Prenatal Counseling: Aligning Obstetric Healthcare Professionals With Needs of Pregnant Women

2015

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The first trimester aneuploidy screen (FTS) continues to be a leading approach to identify the risk of fetal aneuploidy. This study evaluated how obstetric (OB) professionals counsel women about FTS as one of a growing number of options to assess fetal health. A survey was completed by OB professionals (board-certified obstetrician/gynecologists and certified nurse midwives) between February and March 2011: (1) to identify knowledge and practice patterns with regard to FTS, and (2) to compare pregnant women's educational needs and decision-making preferences with clinicians' perceptions of these factors. A total of 216 surveys (11 percent) were completed by OB professionals and analyzed. Several barriers to effective patient counseling were identified, including gaps in obstetric professionals' mastery of the screening test characteristics and variable approaches to discuss concepts of aneuploidy risk. OB participants reported limited confidence in discussing patient-valued topics, specifically post-screen options and pregnancy termination. Discordance was identified between OB professionals' perceptions of pregnant women's educational needs and decision-making preferences specific to FTS and historical data recently collected from 139 pregnant women who underwent the FTS. Study findings illustrate the need for clinician-targeted strategies to support pregnant women as they formulate informed decisions about the tests that may have a salient impact on their prenatal care decisions.

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Section: Discussionsupporting

confidence: 51%

Patient-Centered Prenatal Counseling: Aligning Obstetric Healthcare Professionals With Needs of Pregnant Women

2015

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“…Early on, it was recognized that physicians must develop the knowledge and skills to deliver genetic services to patients . Yet, it has been a challenge to broadly implement educational initiatives that effectively promote genetic competency in women's health . Studies demonstrate that physicians across different geographic locations and practice settings face obstacles to develop their knowledge base about new genetic technologies and clinical practice recommendations regarding their use .…”

Section: Introductionmentioning

confidence: 99%

“…9,10 Yet, it has been a challenge to broadly implement educational initiatives that effectively promote genetic competency in women's health. 11 Studies demonstrate that physicians across different geographic locations and practice settings face obstacles to develop their knowledge base about new genetic technologies and clinical practice recommendations regarding their use. 12 Cystic fibrosis carrier screening is an example, as barriers continue to exist around the evidence-based integration of screening into preconception and prenatal care.…”

Section: Introductionmentioning

confidence: 99%

The use of noninvasive prenatal testing in obstetric care: educational resources, practice patterns, and barriers reported by a national sample of clinicians

et al. 2016

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Advances in cff DNA technology emphasize the need for effective strategies for physicians to develop competency and practice patterns regarding NIPT. Study findings speak to the need for effective educational resources for obstetric providers, not just early adopters of NIPT but also for primary OB/GYNs as they serve in the role of the first point of contact for women considering their prenatal testing options. © 2016 John Wiley & Sons, Ltd.

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“…Medical students require a broad working knowledge of genetics to provide more accurate and up-to-date care for their future practices. This knowledge should include an understanding of disease risk for adult-onset disorders such as hypertension, diabetes, stroke, and osteoporosis; family history and cancer risks; and preconception and prenatal risks [7]. Limited clinical experience, fragmented medical school curricula, rapidly changing knowledge about genetics, and the misconception of genetics as pertaining only to rare disorders has caused many practitioners to feel inadequately prepared to diagnose or make appropriate referrals concerning genetic disorders and offer genetic counseling [8,9].…”

Section: Discussionmentioning

confidence: 99%

Assessment of genetics knowledge and skills in medical students: Insight for a clinical neurogenetics curriculum

Pearl

Pettiford

Combs

et al. 2011

Biochem Molecular Bio Educ

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The pace of discovery in biochemistry and genetics and its effect on clinical medicine places new curricular challenges in medical school education. We sought to evaluate students' understanding of neurogenetics and its clinical applications to design a pilot curriculum into the clinical neurology clerkship. We utilized a needs assessment and a written examination to evaluate the genetics knowledge of 81 third- and fourth-year medical students. The needs assessment surveyed students' self-perceptions of their own understanding of basic and clinically related genetic principles and clinical skills, as well as the most effective educational methods. Medical students reported more competence with basic science learned during the preclinical years than clinical concepts, and they demonstrated relatively low knowledge levels in clinical neurogenetics concepts on the examination, with an average of 29% correct on questions pertaining to genetic counseling compared with 82% correct with regard to inheritance patterns. Common, cross-specialty clinical skills were attained (e.g. internet search, family histories), while at least half of students reported minimal understanding or awareness of key genetics websites (e.g. OMIM) and indications for support group recommendations and genetics referrals. Teaching these more specific genetics skills and concepts needs to be emphasized in the clinical curriculum.

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Implementation and evaluation of a genetics curriculum to improve obstetrician-gynecologist residents' knowledge and skills in genetic diagnosis and counseling

Cited by 19 publications

References 15 publications

Patient-Centered Prenatal Counseling: Aligning Obstetric Healthcare Professionals With Needs of Pregnant Women

Patient-Centered Prenatal Counseling: Aligning Obstetric Healthcare Professionals With Needs of Pregnant Women

The use of noninvasive prenatal testing in obstetric care: educational resources, practice patterns, and barriers reported by a national sample of clinicians

Assessment of genetics knowledge and skills in medical students: Insight for a clinical neurogenetics curriculum

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