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Teaching next-generation sequencing to medical students with a portable sequencing device

BACKGROUND: There continues to be a disjoint between the emergence of new diagnostic technologies and venues to train new physicians on how to apply them. Next-generation sequencing (NGS) has become a very important tool for a wide range of clinical applications. Technical complexity and cost have b...

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Autores principales: Cervantes, Jorge, Perry, Cynthia, Wang, Min Chih
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Bohn Stafleu van Loghum 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8368599/
https://www.ncbi.nlm.nih.gov/pubmed/32125679
http://dx.doi.org/10.1007/s40037-020-00568-2
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author Cervantes, Jorge
Perry, Cynthia
Wang, Min Chih
author_facet Cervantes, Jorge
Perry, Cynthia
Wang, Min Chih
author_sort Cervantes, Jorge
collection PubMed
description BACKGROUND: There continues to be a disjoint between the emergence of new diagnostic technologies and venues to train new physicians on how to apply them. Next-generation sequencing (NGS) has become a very important tool for a wide range of clinical applications. Technical complexity and cost have been the major obstacles in incorporating these technologies into the classroom. GOAL FOR INNOVATION: We opted to use the MinION, which is a new portable DNA sequencer that can produce data in real-time at a relatively low cost, for a NGS hands-on workshop with medical students. STEPS TAKEN: We conducted a pilot NGS hands-on practical module in order to expose an interested group of medical students to this new portable sequencer device. A pre- and post-survey, using a Likert-type scale survey items and open-ended questions, evaluated participant resistance to new diagnostic tools, familiarity with NGS, and likelihood to use a portable sequencer in clinical practice. OUTCOMES: Prior to participating in our learning workshop, students did not understand how to incorporate NGS into clinical practice, and expressed that cost and prior training/knowledge were among the limiting factors in their likelihood to use NGS as a diagnostic tool. After participating in the module, students’ responses demonstrated a shift in their understanding of the scientific principles and applications of NGS (pre- and post-survey scores p < 0.05). REFLECTION: The hands-on experience not only helped students become closer to and more comfortable with NGS, but also served as a venue to discuss the science and application of this technology in medicine. Such discussion helped to provide participants with current “genetic literacy” that is often incompletely covered in the typical undergraduate medical education curriculum. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s40037-020-00568-2) contains supplementary material, which is available to authorized users.
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spelling pubmed-83685992021-08-31 Teaching next-generation sequencing to medical students with a portable sequencing device Cervantes, Jorge Perry, Cynthia Wang, Min Chih Perspect Med Educ Show and Tell BACKGROUND: There continues to be a disjoint between the emergence of new diagnostic technologies and venues to train new physicians on how to apply them. Next-generation sequencing (NGS) has become a very important tool for a wide range of clinical applications. Technical complexity and cost have been the major obstacles in incorporating these technologies into the classroom. GOAL FOR INNOVATION: We opted to use the MinION, which is a new portable DNA sequencer that can produce data in real-time at a relatively low cost, for a NGS hands-on workshop with medical students. STEPS TAKEN: We conducted a pilot NGS hands-on practical module in order to expose an interested group of medical students to this new portable sequencer device. A pre- and post-survey, using a Likert-type scale survey items and open-ended questions, evaluated participant resistance to new diagnostic tools, familiarity with NGS, and likelihood to use a portable sequencer in clinical practice. OUTCOMES: Prior to participating in our learning workshop, students did not understand how to incorporate NGS into clinical practice, and expressed that cost and prior training/knowledge were among the limiting factors in their likelihood to use NGS as a diagnostic tool. After participating in the module, students’ responses demonstrated a shift in their understanding of the scientific principles and applications of NGS (pre- and post-survey scores p < 0.05). REFLECTION: The hands-on experience not only helped students become closer to and more comfortable with NGS, but also served as a venue to discuss the science and application of this technology in medicine. Such discussion helped to provide participants with current “genetic literacy” that is often incompletely covered in the typical undergraduate medical education curriculum. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s40037-020-00568-2) contains supplementary material, which is available to authorized users. Bohn Stafleu van Loghum 2020-03-03 2021-08 /pmc/articles/PMC8368599/ /pubmed/32125679 http://dx.doi.org/10.1007/s40037-020-00568-2 Text en © The Author(s) 2020 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Show and Tell
Cervantes, Jorge
Perry, Cynthia
Wang, Min Chih
Teaching next-generation sequencing to medical students with a portable sequencing device
title Teaching next-generation sequencing to medical students with a portable sequencing device
title_full Teaching next-generation sequencing to medical students with a portable sequencing device
title_fullStr Teaching next-generation sequencing to medical students with a portable sequencing device
title_full_unstemmed Teaching next-generation sequencing to medical students with a portable sequencing device
title_short Teaching next-generation sequencing to medical students with a portable sequencing device
title_sort teaching next-generation sequencing to medical students with a portable sequencing device
topic Show and Tell
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8368599/
https://www.ncbi.nlm.nih.gov/pubmed/32125679
http://dx.doi.org/10.1007/s40037-020-00568-2
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