Genetics Curriculum Research Articles

Didactic possibilities of scientific and educational LabXchange online platforms for genetics learning in the pedagogical ZVO

Aim. Highlight the possibilities of the scientific and educational platform LabXchange for distance learning of genetics for students of higher education in the specialties 014 Secondary Education (Biology and Human Health) and 091 Biology. Methods. Content analysis, survey, generalization. Results. LabXchange, an online educational platform created by scientists, provides users with free access to high-quality scientific education through a variety of online tools. LabXchange's Comprehensive General Genetics Curriculum for Higher Education Students includes content types that transform standard science material into engaging interactive visualizations that promote better understanding of complex concepts, provide the opportunity to conduct genetic experiments in virtual laboratories with state-of-the-art equipment, help personalize the learning process, making it interesting and accessible opens up new opportunities for developing critical thinking skills, creativity and independence. Conclusions. The LabXchange online scientific and educational platform is an innovative resource for the study of genetics for students of higher education, as it performs important didactic functions. The experience of its use by students of a pedagogical university is useful for the formation of their professional competences.

Fostering excellence: A collaborative approach to crafting a biochemical genetics curriculum for clinical and biochemical genetics (CBG) postgraduate trainees (PGTS) in Pakistan

Fostering excellence: A collaborative approach to crafting a biochemical genetics curriculum for clinical and biochemical genetics (CBG) postgraduate trainees (PGTS) in Pakistan

Students’ ICT literacy and conceptual knowledge correlation: from a genetic course and a gender perspective

<span lang="EN-US">The correlation between students’ information communication technology (ICT) literacy and conceptual knowledge from a gender perspective is essential to understanding the causal effects of student learning. Therefore, this study aimed to describe the relationship between students’ ICT literacy and conceptual knowledge in a genetics course, especially from a gender perspective. This study employed a descriptive research method that used randomized sampling. The instruments used were conceptual knowledge and ICT literacy test sheets. The data were analyzed by using analysis of variance (ANOVA) and Pearson correlational statistics. The results showed male students have higher ICT literacy than females. Otherwise, male students have a lower conceptual knowledge than females. Furthermore, male students’ ICT literacy and conceptual knowledge showed a strong relationship, while female students showed a weak relationship. The findings support the idea that integrating ICT into genetics curricula might help students develop their ICT literacy and conceptual knowledge more effectively, especially female students.</span>

From intention to action: Assessing need and creating a JEDI toolkit for individuals teaching cancer genetics curriculum.

The effects of systemic racism persist in cancer care and contribute to disparities. Recent publications have shown that injustices and biases continue to affect the field of genetic counseling in the form of microaggressions, barriers to entry, and disparate patient care. Toolkits are one method that can be used to incorporate anti-racist practices to address this need. We sought to identify the current state of coverage of Justice, Equity, Diversity, and Inclusion (JEDI) topics during cancer genetics training across genetic counseling training programs (GCTPs) and utilize this information to create a novel toolkit that would support integration of anti-racist pedagogy into formal genetic counseling curricula. To accomplish this aim, recent learners and program directors/cancer course instructors were surveyed using two novel surveys. The survey responses, which helped to identify the frequency and manner of incorporation of JEDI topics into cancer curricula in GCTPs, led to the development of an educational toolkit. Recent learners and instructors/program directors identified multiple content areas within cancer genetic training in which they felt incorporating JEDI topics would be desired. A toolkit to support the incorporation of anti-racist teaching and practices into cancer genetics training in GCTPs was created. This toolkit can be adapted to focus on topics relevant to the care of other marginalized identities and to support the learning of other healthcare providers receiving cancer genetics education.

Development of a Hereditary Breast and Ovarian Cancer and Genetics Curriculum for Community Health Workers: KEEP IT (Keeping Each other Engaged Program via IT) Community Health Worker Training.

We developed a curriculum for community health workers (CHWs) using an innovative, community-engaged focus group and Delphi process approach. Equipping CHWs with knowledge of hereditary breast and ovarian cancer syndrome(HBOC) and genetics could help enhance identification of women at risk for HBOC, referral, and navigation through genetic services. We conducted focus groups with five CHWs and a three-round Delphi process with eight experts. Inthe first round of the Delphi process, participants rated and commented on draft curriculummodules. The second round involved live video discussion to highlight points of confusion and concern in the modules. The curriculum was revised and refined based on quantitative and qualitative data and reassessed by the experts in Round 3. Ultimately, agreement was achieved on eight of 10 modules when assessing for clarity of learning objectives, seven out of 10 when assessing for adult learning theory, and nine out of 10 when assessing for participants' ability to learn desired knowledge. We plan to virtually deliver this curriculum to CHWs to enhance their HBOC and genomic competencies. By equipping CHWs to understand and participate in genomics education, we can enable more equitable participation in genomics-informed clinical care and research. Beyond this curriculum, the Delphi methodology can further be used to design content for new CHW curriculums.

Poor recall of genetics curriculum by medical students highlights barriers to use in clinical practice.

Many current and upcoming healthcare providers do not feel comfortable ordering or discussing genetic tests and using genetic information in medicine. Nationally, a little over a quarter of medical students indicate that they do not feel prepared to use genetic information in clinical rotations, despite attempts at many schools to remodel the genetics curriculum. This study was conducted at Emory University School of Medicine to identify gaps within the medical curriculum that may contribute to student reports that they feel underprepared to apply genetic knowledge in clinical practice. The analysis included a comprehensive curriculum inventory of genetic content that was then compared to the responses from focus groups of randomly selected second- and fourth-year medical students without a prior genetics degree or background. This joint analysis of precisely what was taught and how it was perceived by students was informative in the development of targeted interventions in our curriculum, and it highlighted the important role of genetic counselors in the education of medical students. Our curriculum has a structure similar to that at many other schools, in which core genetics concepts are concentrated in a brief segment in the first year. We believe our results will be useful for other medical schools to address the perception by medical students that they are underprepared to use genetic information and other basic sciences clinically.

Getting it right: Teaching undergraduate biology to undermine racial essentialism.

How we teach human genetics matters for social equity. The biology curriculum appears to be a crucial locus of intervention for either reinforcing or undermining students' racial essentialist views. The Mendelian genetic models dominating textbooks, particularly in combination with racially inflected language sometimes used when teaching about monogenic disorders, can increase middle and high school students' racial essentialism and opposition to policies to increase equity. These findings are of particular concern given the increasing spread of racist misinformation online and the misappropriation of human genomics research by white supremacists, who take advantage of low levels of genetics literacy in the general public. Encouragingly, however, teaching updated information about the geographical distribution of human genetic variation and the complex, multifactorial basis of most human traits, reduces students' endorsement of racial essentialism. The genetics curriculum is therefore a key tool in combating misinformation and scientific racism. Here, we describe a framework and example teaching materials for teaching students key concepts in genetics, human evolutionary history, and human phenotypic variation at the undergraduate level. This framework can be flexibly applied in biology and anthropology classes and adjusted based on time availability. Our goal is to provide undergraduate-level instructors with varying levels of expertise with a set of evidence-informed tools for teaching human genetics to combat scientific racism, including an evolving set of instructional resources, as well as learning goals and pedagogical approaches. Resources can be found at https://noto.li/YIlhZ5. Additionally, we hope to generate conversation about integrating modern genetics into the undergraduate curriculum, in light of recent findings about the risks and opportunities associated with teaching genetics.

Must Introductory Genetics Start with Mendel?

It is 157 years since Mendel presented his results on hybridisation in peas to the Brünn Society for Natural Science. The discipline of genetics has dramatically changed since then, with technological advancements revealing multifactorial causation and trait variability. Whilst none of this complexity featured in the discovery of classical genetics, Mendel and his peas still dominate teaching today. Must genetics always start from such a simplistic, determinist perspective? A number of recent studies (e.g. Donovan, 2021; Dougherty, 2010; Jamieson & Radick, 2013) have made the case for emphasising the complexity of genetics from the beginning. In this study, I will examine the origins and fate of two earlier attempts at reform, from the 1970s and 1980s. One was from Steven Rose, a biochemist in London and founder of the British Society for Social Responsibility in Science, who developed a genetics course for distance teaching at the Open University. The other was from Garland Allen, a historian of science and influential writer of biology textbooks, including four editions of Study of Biology. Both tried to depart from the standard start-with-Mendel script, in ways that aimed to help students better appreciate not only the complexities of genetics but also embedding genetics—and genetic knowledge—in society. Both met significant resistance, with concerns varying from the creation of unrealistic demands on students to the time and cost of making large-scale changes to textbooks. In closing, I will suggest that the experiences of Rose and Allen hold valuable lessons for reformers of the genetics curriculum today.

A Response to “Assessing Medical Students’ Knowledge of Genetics: Basis for Improving Genetics Curriculum for Future Clinical Practice” [Letter

A Response to “Assessing Medical Students’ Knowledge of Genetics: Basis for Improving Genetics Curriculum for Future Clinical Practice” [Letter

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

PurposeThe 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).MethodsA 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.ResultsForty-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).ConclusionMedical 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.

The role of collective sensemaking and science curriculum development within a research–practice partnership

AbstractThis study examines how researchers can better understand the instructional and practical realities of teachers through collective sensemaking. Traditional approaches to curriculum design engage learning models without accounting for the needed flexibility of teachers. This approach has resulted in tension and gatekeeping—inhibiting the implementation of curriculum. Teachers are often considered relatively autonomous; however, this study sheds light on the constrained autonomy teachers experience resulting from internal and external pressures. This study examines the collective sensemaking process of researchers while developing a high school genetics curriculum. By examining the collective sensemaking of the areas of tension that arose during the curriculum design process, the problem space of researchers expanded and became more aligned with the problem space of teachers. Collective sensemaking encouraged the humanizing of teachers by centering their content, contextual, and social needs. In addition, this study suggests that gatekeeping can result from many factors; but through collective sensemaking, researchers can intentionally design to resolve said factors.

Co-teaching with an immersive digital game: supporting teacher-game instructional partnerships

Research on the use of digital games suggests they can enhance students’ learning; however, teachers often play an important role in mediating gameplay and a game’s educational goals. The purpose of the study was to investigate implementation approaches of nine biology teachers using an immersive digital game in their science classes, focusing on factors that contributed to their ability to instruct with the game, and how their enactment of the game influenced the class experience. Analysis of teacher data, which included daily feedback and pre- and post-implementation surveys, multiple classroom observations, teaching artifacts, and an extended interview, identified a range of individual instructional decisions as well as similarities and differences across the cohort. Most notably, a pattern of instructional orchestration emerged, resembling co-teaching—a reciprocal and supportive “relationship” between the teacher and the game. The game informed teachers’ thinking about their genetics curriculum and enhanced their instructional practice, while teachers leveraged digital tools to shape students’ gameplay and to improve on what the game offered. Key descriptive findings are discussed, identifying digital game features that may improve teacher instruction with games in classrooms.

Teaching the Central Dogma Using a Case Study of Genetic Variation in Cystic Fibrosis

The central dogma of biology is a foundational concept that is traditionally included in genetics curricula at all academic levels. Despite its ubiquitous presence throughout genetics education, students persistently struggle with both the fundamental and advanced topics of the central dogma. In particular, students conflate the role of genomic variations in DNA replication, transcription, and translation. As research and healthcare increasingly utilizes genomic medicine to link genetic variants to clinical phenotypes, it is critically important for biology and health science students to understand the role of genetic variation in molecular genetics. This lesson focuses on the role of missense mutations in the central dogma using a case study of cystic fibrosis. The case study is paired with a creative activity in which students draw the molecular parts of the central dogma. This helps students to connect the abstract concepts of the central dogma to a real-world clinical example. The effectiveness of this lesson was evaluated for two semesters of a Human Genetics course using end-of-unit exam questions. The active-learning lesson is an engaging activity that reinforces the role of genetic variation in the central dogma and the effects on clinical phenotypes. This lesson is highly customizable and adaptable to courses of various sizes, levels, course lengths, and teaching modalities. <em>Primary image: </em>Molecular View of the Central Dogma. This drawing was produced by a student at Bloomsburg University’s Human Genetics course for Part 1 of this lesson.

From Basic to Humane Genomics Literacy

Genetic essentialism of race is the belief that racial groups have different underlying genetic essences which cause them to differ physically, cognitively, or behaviorally. Apparently, no published studies have explored if belief in genetic essentialism of race among adolescents differs after many weeks of formal instruction about different domains of genetics knowledge. Nor have any studies explored if such differences reflect a coherent change in students’ racial beliefs. We use a quasi-experimental design (N = 254 students in 7th–12th grade) to explore these gaps. Over the course of 3 months, we compared students who learned from a curriculum on multifactorial inheritance and genetic ancestry to students who learned from their business as usual (BAU) genetics curriculum that discussed Mendelian and molecular genetics without any reference to race, multifactorial genetics, or genetic ancestry. Relative to the BAU condition, classrooms that learned from the multifactorial genetics and ancestry curriculum grew significantly more in their knowledge of multifactorial genetics and decreased significantly more in their genetic essentialist perceptions, attributions, and beliefs. From a conceptual change perspective, these findings suggest that classrooms using a curriculum emphasizing genetic complexity are more likely to shift toward a coherent anti-essentialist understanding of racial difference.

Gendered genetics: How reading about the genetic basis of sex differences in biology textbooks could affect beliefs associated with science gender disparities

AbstractThe belief that men and women differ in science ability because of genetics contributes to gender disparities in science, technology, engineering, and math (STEM) in complex ways. In this field experiment, we explored how the content of the genetics curriculum affected beliefs about science ability through its impact on a social–cognitive bias known as neurogenetic essentialism. Students (n = 460, 8th–10th grade) were randomized to read a genetics text that (a) explained plant sex differences, (b) explained human sex differences, or (c) refuted neurogenetic essentialism. After reading, students in the two genetics of sex conditions had significantly greater belief in neurogenetic essentialism and the innate basis of science ability compared with students who read the text that refuted neurogenetic essentialism. Structural equation modeling (SEM) of the experimental data demonstrated that the effect of the readings on the belief that science ability is innate was mediated by neurogenetic essentialism and this indirect effect was significant for girls but not boys. In turn, the belief that science ability is innate predicted lower future interest in STEM for girls, but not for boys. These findings suggest that learning about human genetic difference is not a socially neutral endeavor. Implications for mitigating gender disparities in STEM are discussed.

Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments.

The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students’ skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs) in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students’ competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules’ learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed.

DNA barcoding of stoneflies (Plecoptera) in a general genetics course

DNA Barcoding is a powerful molecular biology tool for the identification of species, analysis of gene flow from within and between populations and evaluating species concepts. The process can be incorporated into a college genetics or bioinformatics core curriculum. Here we demonstrate how, by simply using Plecoptera, we actively engaged students in DNA extraction, amplification and DNA Barcoding. As a result, 38 new DNA sequences were accepted by an international DNA database, with potentially three of them being new species to the database. More importantly, through multiple assessment measurements, students showed a high degree of learning took place and that all student learning objectives were met.

Increasing confidence and changing behaviors in primary care providers engaged in genetic counselling

BackgroundScreening and counseling for genetic conditions is an increasingly important part of primary care practice, particularly given the paucity of genetic counselors in the United States. However, primary care physicians (PCPs) often have an inadequate understanding of evidence-based screening; communication approaches that encourage shared decision-making; ethical, legal, and social implication (ELSI) issues related to screening for genetic mutations; and the basics of clinical genetics. This study explored whether an interactive, web-based genetics curriculum directed at PCPs in non-academic primary care settings was superior at changing practice knowledge, attitudes, and behaviors when compared to a traditional educational approach, particularly when discussing common genetic conditions.MethodsOne hundred twenty one PCPs in California and Pennsylvania physician practices were randomized to either an Intervention Group (IG) or Control Group (CG). IG physicians completed a 6 h interactive web-based curriculum covering communication skills, basics of genetic testing, risk assessment, ELSI issues and practice behaviors. CG physicians were provided with a traditional approach to Continuing Medical Education (CME) (clinical review articles) offering equivalent information.ResultsPCPs in the Intervention Group showed greater increases in knowledge compared to the Control Group. Intervention PCPs were also more satisfied with the educational materials, and more confident in their genetics knowledge and skills compared to those receiving traditional CME materials. Intervention PCPs felt that the web-based curriculum covered medical management, genetics, and ELSI issues significantly better than did the Control Group, and in comparison with traditional curricula. The Intervention Group felt the online tools offered several advantages, and engaged in better shared decision making with standardized patients, however, there was no difference in behavior change between groups with regard to increases in ELSI discussions between PCPs and patients.ConclusionWhile our intervention was deemed more enjoyable, demonstrated significant factual learning and retention, and increased shared decision making practices, there were few differences in behavior changes around ELSI discussions. Unfortunately, barriers to implementing behavior change in clinical genetics is not unique to our intervention. Perhaps the missing element is that busy physicians need systems-level support to engage in meaningful discussions around genetics issues. The next step in promoting active engagement between doctors and patients may be to put into place the tools needed for PCPs to easily access the materials they need at the point-of-care to engage in joint discussions around clinical genetics.

Genetic Determinism in the Genetics Curriculum

Twenty-first-century biology rejects genetic determinism, yet an exaggerated view of the power of genes in the making of bodies and minds remains a problem. What accounts for such tenacity? This article reports an exploratory study suggesting that the common reliance on Mendelian examples and concepts at the start of teaching in basic genetics is an eliminable source of support for determinism. Undergraduate students who attended a standard ‘Mendelian approach’ university course in introductory genetics on average showed no change in their determinist views about genes. By contrast, students who attended an alternative course which, inspired by the work of a critic of early Mendelism, W. F. R. Weldon (1860–1906), replaced an emphasis on Mendel’s peas with an emphasis on developmental contexts and their role in bringing about phenotypic variability, were less determinist about genes by the end of teaching. Improvements in both the new Weldonian curriculum and the study design are in view for the future.

Implementation of medical genetics in medical education curriculum

Primary care physicians should be aware that genomics has arrived at the doorstep of their practice. Genetic knowledge, skills, and attitudes are important to primary care physicians providing support and management to patients and families with (higher risks of) genetic conditions. At least one in ten patients seen in primary care has a disorder with a genetic component, including hereditary cancer. Primary care physicians must be able to advise patients on genetic and genomic manifestations of the associated diseases and disorders, to outline a primary pedigree to deliver the necessary information: the disease which the patients are at risk of, and to decide whether to refer the patients to genetic services. There is more and more evidence to the importance of clinical emphasis in the genetics classes, probably proceeding to a third-year refresher program in the longitudinal curriculum. An enhanced educational experience to improve genetics and genomics knowledge should be better structured in the imminent future. Keywords : primary care physicians, hereditary cancer, genetic curriculum, genetic services