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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 b...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Dove Medical Press
2017
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5733911/ https://www.ncbi.nlm.nih.gov/pubmed/29276425 http://dx.doi.org/10.2147/AMEP.S145696 |
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author | Hagiwara, Nobuko |
author_facet | Hagiwara, Nobuko |
author_sort | Hagiwara, Nobuko |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-5733911 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Dove Medical Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-57339112017-12-22 Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments Hagiwara, Nobuko Adv Med Educ Pract Review 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. Dove Medical Press 2017-12-14 /pmc/articles/PMC5733911/ /pubmed/29276425 http://dx.doi.org/10.2147/AMEP.S145696 Text en © 2017 Hagiwara. This work is published and licensed by Dove Medical Press Limited The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. |
spellingShingle | Review Hagiwara, Nobuko Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments |
title | Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments |
title_full | Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments |
title_fullStr | Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments |
title_full_unstemmed | Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments |
title_short | Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments |
title_sort | application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments |
topic | Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5733911/ https://www.ncbi.nlm.nih.gov/pubmed/29276425 http://dx.doi.org/10.2147/AMEP.S145696 |
work_keys_str_mv | AT hagiwaranobuko applicationofactivelearningmodalitiestoachievemedicalgeneticscompetenciesandtheirlearningoutcomeassessments |