Genomics Day 2005: Genomics Day 2005: Public Health Genomics at CDC
Group 5: Communicating Genetic Information
Medical school use of “Genetics in Clinical Practice: A Team Approach”
Faucett WA1 , Smith H2 , Henderson JV3.
(1) Oak Ridge Institute for Science and Education, CDC, Emory University School of Medicine
(2) University of Arkansas Medical School Library
(3) Dartmouth Medical School, Interactive Media Laboratory
Genetics in Clinical Practice: A Team Approach is an interactive cd-rom and/or web based educational tool designed to provide 10+ hours of genetic education for practicing physicians. This program was developed by the Interactive Media Laboratory at Dartmouth Medical School and the Centers for Disease Control and Prevention using the “Virtual Mini-Fellowships™”model to provide a simulated clinical rotation in genetics based on current medical conditions.
This educational tool has been incorporated into the curriculum of the University of Arkansas Medical School (UAMS) and Dartmouth Medical School (DMS) and could be useful for other medical school programs and healthcare training programs. Beginning in 2002 UAMS students were required to complete at least one patient scenario - cystic fibrosis, colon cancer, hemochromatosis, or Fragile-X. DMS students spend one day using the program. Surveys found that 49% of the 134 fall 2003 UAMS and 48% of 59 DMS students felt they learned more than they could have learned in a real clinical setting. 30% of UAMS and 27% of DMS students felt they learned the same as they could have learned in a real clinical setting. Over 60% of both groups felt the material was relevant to family practice. 90% of the UAMS and 66% of the DMS students found the simulated patient encounters useful. Over 60% of the students found the genetic counseling sessions useful. 82% of the UAMS and 53% of the DMS students found the case discussions by leading experts to be useful. The laboratory tours were found to be useful by 84% of the UAMS students. The lectures in the Learning Resource Room (LRM) were rated useful/interesting by 47% of UAMS and 72% of DMS students. Interviews with real patients in the LRM were rated useful/interesting by 76% of the UAMS and 90% of the DMS students. 81% of both groups felt the program contained “just the right amount” of information.
The 2002 and 2003 studies found that many UAMS students were spending more than the required time using the educational tool. An optional survey was developed to evaluate what sections of the program these students used and what motivated them to spend additional time with the program.
Keywords: genetics, interactive, medical, cd-rom