The impact of needs-based education on the change of knowledge and attitudes towards medical genetics in medical students

Čargonja, Paola; Mavrinac, Martina; Ostojić, Saša; Pereza, Nina

doi:10.1038/s41431-020-00791-9

Cited by 7 publications

(7 citation statements)

References 36 publications

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“… 8 Findings from these studies reveal a lack of genetics knowledge, making it unable to adequately respond to patients’ questions regarding medical genetics, genetic tests, and new developments in the field of genomic medicine. 8 , 14 , 15 , 28 , 29 Thus, improving the undergraduate medical genomics curriculum should be addressed to improve physician genomic literacy. Undergraduate medical students must have a strong foundation in genetics and genomics to apply for genomic medicine across a range of specialties.…”

Section: Discussionmentioning

confidence: 99%

Assessing Medical Students’ Knowledge of Genetics: Basis for Improving Genetics Curriculum for Future Clinical Practice

Alotaibi¹,

Cordero²

2021

AMEP

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Purpose The knowledge of genetics among medical students was assessed to identify and analyze gaps that serve as bases for the revision of the current genetics curriculum of the (Bachelor of Medicine, Bachelor of Surgery) MBBS Program of the College of Medicine at Princess Nourah bint Abdulrahman University (PNU). Methods A 65-item multiple-choice (MCQs) test in Genetics was administered to 71 second and fourth-year medical students to assess their knowledge in Genetics. MCQs were validated and tested for their reliability. Self-assessment of students’ genetics knowledge was also determined by asking them whether their knowledge in genetics is sufficient or not sufficient for their future clinical practice. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 20. Results Forty-one second-year and thirty fourth-year medical students took the Genetic test. Exam results showed insufficient knowledge of Genetics, with 43.85% among the students answering the exam correctly. In self-assessment, the majority (83.3% to 87.8%) of the respondents considered their knowledge of genetics insufficient for future clinical practice. A higher knowledge level of basic genetics compared with clinically related genetics concepts was observed. Generally, second-year students significantly scored higher in molecular and cytogenetics ( P =0.012), principles of genetic transmission ( P =0.022), and inheritance of genetic diseases ( P =0.024), compared with the fourth-year medical students who only scored higher in items related to cancer genetics ( P =0.022). Conclusion Medical students’ genetics knowledge is insufficient, especially on clinically oriented concepts like genetic testing and genetic counseling and should be strengthened for future clinical practice. The fourth-year medical students do not retain the knowledge of genetics; thus, integrating medical genetics in clinical years is imperative.

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Section: Discussionmentioning

confidence: 99%

Assessing Medical Students’ Knowledge of Genetics: Basis for Improving Genetics Curriculum for Future Clinical Practice

Alotaibi¹,

Cordero²

2021

AMEP

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“…On the other hand, at the Faculty of medicine, University of Rijeka, the course is based on clinical reasoning and is aligned with key competencies according to Core Competences in Genetics for Health Professionals in Europe published by the European Society of Human Genetics specifically for physicians who are not specialists in medical genetics ( ESHG European Society of Human Genetics, 2008 ; Robinson and Fong, 2008) . The course content, teaching methods (primarily case-based reasoning) and methods of evaluation were analysed in detail on two generations of medical students and the results, which were previously published ( Čargonja et al, 2021 ), confirmed that needs-based education not only increases the knowledge of medical students, but also helps develop positive attitudes and self-confidence, which is crucial for proper patient care. It is noteworthy to emphasise that the same course at the same medical faculty was among the most problematic in the entire medical study several years ago and received constant negative feedback from students.…”

Section: Discussionmentioning

confidence: 58%

“…The entire course is conducted exclusively through active learning methods and is designed and performed through case-based reasoning, thus achieving both clinical reasoning and a simulation of the actual physician-patient relationship in practice. The learning outcomes were determined and derived in accordance with key competencies according to Core Competences in Genetics for Health Professionals in Europe published by the European Society of Human Genetics specifically for physicians who are not specialists in medical genetics ( ESHG European Society of Human Genetics, 2008 ; Čargonja et al, 2021 ). The final exam is delivered in the form of patient management problems, evaluating knowledge, skills, and attitudes at the same time.…”

Section: Resultsmentioning

confidence: 99%

“…Therefore, it would be important to follow the rules of adult-learning theory and apply active learning methods (e.g. clinical reasoning) and critical thinking to the maximum extent ( Wolyniak et al, 2015 ; Čargonja et al, 2021 ). Although representatives of all six countries agree that a consensus in the form of a national and/or regional Balkan curriculum might benefit medical faculties, it is important to allow freedom to each course coordinator to align the course with national and local specificities.…”

Section: Discussionmentioning

confidence: 99%

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Current State of Compulsory Basic and Clinical Courses in Genetics for Medical Students at Medical Faculties in Balkan Countries With Slavic Languages

et al. 2022

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Introduction: In this study we aimed to perform the first research on the current state of compulsory basic and clinical courses in genetics for medical students offered at medical faculties in six Balkan countries with Slavic languages (Bosnia and Herzegovina, Croatia, Montenegro, North Macedonia, Serbia, and Slovenia).Materials and Methods: The study was conducted from June to September 2021. One representative from each country was invited to collect and interpret the data for all medical faculties in their respective country. All representatives filled a questionnaire, which consisted of two sets of questions. The first set of questions was factual and contained specific questions about medical faculties and design of compulsory courses, whereas the second set of questions was more subjective and inquired the opinion of the representatives about mandatory education in clinical medical genetics in their countries and internationally. In addition, full course syllabi were analysed for course aims, learning outcomes, course content, methods for student evaluation and literature.Results: Detailed analysis was performed for a total of 22 medical faculties in Bosnia and Herzegovina (6), Croatia (4), Montenegro (1), North Macedonia (3), Serbia (6), and Slovenia (2). All but the two medical faculties in Slovenia offer either compulsory courses in basic education in human genetics (16 faculties/courses) or clinical education in medical genetics (3 faculties/courses). On the other hand, only the medical faculty in Montenegro offers both types of education, including one course in basic education in human genetics and one in clinical education in medical genetics. Most of the basic courses in human genetics have similar aims, learning outcomes and content. Conversely, clinical courses in medical genetics are similar concerning study year position, number of contact hours, ECTS (European Credit Transfer and Accumulation System) and contents, but vary considerably regarding aims, learning outcomes, ratio of types of classes, teaching methods and student evaluation.Conclusion: Our results emphasise the need for future collaboration in reaching a consensus on medical genetics education in Balkan countries with Slavic languages. Further research warrants the analysis of performance of basic courses, as well as introducing clinical courses in medical genetics to higher years of study across Balkan countries.

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“…Genetic literacy is a type of health literacy that incorporates knowledge of basic human genetic ideas and medical genetics. As a result, it is necessary to provide adequate care to individuals with genetic abnormalities [ 2 ]. Healthcare providers are now faced with novel genetic techniques that necessitate genetically informed judgments impacted by patients’ genetic knowledge and attitudes toward genetic testing [ 3 , 4 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring People’s Knowledge of Genetics and Attitude towards Genetic Testing: A Cross-Sectional Study in a Population with a High Prevalence of Consanguinity

Alotaibi¹,

Alkhaldi²,

AlNassir³

et al. 2022

Healthcare

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This study investigated people’s knowledge of genetics, attitudes toward genetic testing, and views on consanguinity. This cross-sectional study utilized a validated questionnaire modified from published studies to collect data on people’s knowledge of genetics and attitudes about genetic testing among 1008 respondents from various Saudi Arabian regions. Using SPSS software version 26, data were analyzed using a t-test, ANOVA, and multivariate analysis. p-values of <0.05 were considered statistically significant. About 59.9% of the participants had sufficient knowledge of genetics, and around 50% had a favorable attitude toward genetic testing. Knowledge of genetics is significantly correlated (p =< 0.001) with a positive attitude toward genetic testing. Gender, age, level of education, marital status, family income, and family history were significantly correlated with respondents’ understanding of genetics. Gender, family income, residence, and family history were associated with attitudes toward genetic testing at a 0.05 level of significance. There is a need to strengthen peoples’ knowledge of genetics and attitudes toward genetic testing through diverse educational programs and healthcare strategies. Impetus on how to disseminate genetic information on consanguinity and transmission of diseases should be prioritized in regions where consanguineous marriages are high.

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The impact of needs-based education on the change of knowledge and attitudes towards medical genetics in medical students

Cited by 7 publications

References 36 publications

Assessing Medical Students’ Knowledge of Genetics: Basis for Improving Genetics Curriculum for Future Clinical Practice

Assessing Medical Students’ Knowledge of Genetics: Basis for Improving Genetics Curriculum for Future Clinical Practice

Current State of Compulsory Basic and Clinical Courses in Genetics for Medical Students at Medical Faculties in Balkan Countries With Slavic Languages

Exploring People’s Knowledge of Genetics and Attitude towards Genetic Testing: A Cross-Sectional Study in a Population with a High Prevalence of Consanguinity

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