Background and Purpose. The purposes of this paper are to 1) describe common genetic ethical, legal, and social issues that physical therapists may encounter in their professional lives, and 2) to describe the educational implications of genetic ethical, legal, and social issues as they relate to the following questions: Do genetics define a new bioethics or do wellestablished ethical principles and ethical approaches associated with health care professionals apply to genetic problems? What competencies listed by the National Coalition for Health Professional Education in Genetics (NCHPEG) related to ethical, legal, and social issues should be taught? What planning and integration of pedagogical strategies do we recommend to effectively teach this material? Position and Rationale. The completion of the Human Genome Project (HGP) is accelerating the incorporation of genetics into mainstream medical practice. A recent position paper provided the rationale for genomics education for physical therapist students. One premise of that paper is that physical therapists will likely encounter an increasing number of patients with genetic-related conditions in their future practice and should have the knowledge, skill, and attitudes to effectively care for these patients. In this paper, we argue that, at the very least, physical therapists should be positioned to inform their patients about the benefits, risks, and alternatives to genetic testing, as well as help patients deal with the many ethical, legal, and social issues that could be encountered as a result of genetic testing. Discussion and Recommendations. We adopt the following position in this paper: Genetic ethical, legal, and social issues should be integrated into preexisting courses (ie, bioethics and ethics/jurisprudence courses and courses that address the application of genomics to practice) and threaded into existing or new cased-based discussions. Competencies outlined by NCHPEG list certain attitudes, knowledge, and skills that may serve as the basis of learning objectives for ethical, legal, and social issues. Case-based ethics, including narratives and simulated patient cases, would be particularly effective in directly involving students in ethical reflection and consequent emotional responses, as well as problem solving associated with complex genetic ethical, legal, and social issues. Ethical, legal, and social issues should be integrated early and throughout the professional educational curriculum and be taught, if possible, by physical therapist educators.
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