Leveling the field: Development of an asynchronous interactive module series for genetic counseling trainees on molecular testing and variant interpretation

• Published in: Journal of genetic counseling Vol. 33; no. 1; pp. 151 - 155
• Main Authors: Reichert, Sara L., Dechene, Elizabeth, Lulis, Lauren, Valverde, Kathleen, Conway, Laura, Dulik, Matthew
• Format: Journal Article
• Language: English
• Published: United States Blackwell Publishing Ltd 01.02.2024
• Subjects: Access; Classrooms; Curricula; Differential diagnosis; education; Educational Status; Familiarity; Feedback; Genetic Counseling; Genetic screening; Genetic Testing; Genomics; Humans; Medical diagnosis; Molecular Diagnostic Techniques; Students; Trainees; variant classification; variant classification; genetic testing; education
• ISSN: 1059-7700; 1573-3599
• DOI: 10.1002/jgc4.1853

The need for education focusing on genomic technologies and variant interpretation for genetic counseling trainees has prompted genetic counseling training programs to alter their curricula to incorporate this content. Given students' diverse experiences prior to matriculation into genetic counseling training programs, students' familiarity with these topics may vary. Following receipt of feedback from trainees at a large genetic counseling program regarding an existing course focused on molecular technologies, a three‐part asynchronous module series was created as a prerequisite to this course as an opportunity to align knowledge. Designed to be completed by students on their own time and at their own pace, the modules allowed for additional instruction without increases in classroom time or credit hours. Content included a refresh on genetics concepts and an introduction to available genetics resources for developing a differential diagnosis as well as variant interpretation framework. Modules utilized a clinical scenario to anchor learning with interactive content, allowing students to progress at their own pace and explore content as they found necessary. Completion of this asynchronous module series was required by incoming first‐year students prior to the start of the academic semester. Following completion, students were asked to provide feedback on the module series. Reviews were primarily positive with students indicating that while the content was not entirely new, they found the review valuable and would be likely to reference the modules later in their genetic counseling training. Areas identified for improvement included additional detail regarding genetic testing methods as well as adjusting the interactive content to ensure accessibility for all students and systems. Taken together, the development and implementation of this asynchronous series as an additional component to genetic counseling training was considered a success and this approach can be considered to address additional topics dependent on a programs' needs.