Promoting public awareness and engagement in genome sciences.
Promoting public awareness and engagement in genome sciences.
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DOI：
10.1007/s10897-013-9577-3
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发表时间：
2013-08
影响因子：
1.9
通讯作者：
O'Daniel, Julianne M.
中科院分区：
文献类型：
--
作者：
Haga, Susanne B.;Rosanbalm, Katie D.;Boles, Larry;Tindall, Genevieve M.;Livingston, Troy M.;O'Daniel, Julianne M.
公众对遗传概念以及相关的伦理和政策问题的理解可以使人们能够在知情的情况下进行审议和决策。增加公众了解的有效战略包括提供包含公众独特观点和态度的论坛，同时允许有机会从科学家那里第一手学习关于基因组研究和相关应用的知识。通过杜克大学基因组科学与政策研究所(IGSP)和北卡罗来纳州达勒姆的生命与科学博物馆之间的合作，我们开发并试行了一个项目，旨在将正式(公立学校)和非正式(基于社区的科学博物馆)科学学习的概念与家庭和参与性学习的经验背景联系起来。这项名为Genome Diner的项目由来自北卡罗来纳州达勒姆的40名遗传/基因组研究人员、76名中学生及其父母(n=83)参与。通过对每个参与者小组进行事前/事后调查来评估计划的影响。参与后，家长更有可能正确解释基因组研究结果的含义，学生和家长都对研究表现出更高的兴趣，以及对获取和理解基因组研究的更高信心。家长和学生的遗传素养没有受到参与项目的影响，可能是因为用餐前的知识得分相对较高：分别为88.3%和78.5%。基因组餐桌的互动形式为学生和家长提供了一个机会，与基因组科学家一起探索和讨论关于基因组研究的兴趣和问题，积极影响对基因研究和研究人员本身的态度。这些相互作用对于保持公众对基因组研究和应用的兴趣和知识至关重要。
Public understanding of genetic concepts and associated ethical and policy issues can enable informed deliberation and decision-making. Effective strategies for increasing public understanding involve providing forums incorporating the unique perspectives and attitudes of the public, while allowing opportunities to learn first-hand from scientists about genome research and related applications. Through a partnership between the Duke Institute for Genome Sciences & Policy (IGSP) and the Museum of Life and Science in Durham, NC, we developed and piloted a program aimed to bridge the concepts of formal (public school) and informal (community-based science museum) science learning with the experiential context of family and participatory learning. Called Genome Diner, we piloted the program with 40 genetic/genomic researchers, 76 middle school students and their parents (n=83) from Durham, NC. Program impact was assessed via pre/post surveys for each participant group. Following participation, parents were significantly more likely to correctly interpret the implications of a genome research finding, and both students and parents indicated higher interest in research as well as higher confidence in accessing and understanding genome research. Genetic literacy of parents and students was not affected by participation in the program, likely due to the relatively high knowledge scores pre-Diner: 88.3% and 78.5%, respectively. The interactive format of Genome Diner provided an opportunity for students and parents to explore and discuss interests and issues about genomic research alongside genome scientists, positively influencing attitudes toward genetic research and researchers themselves. These interactions are critical for maintaining public interest and knowledge about genomic research and applications.
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DOI：
10.1097/gim.0b013e3181cd6689
发表时间：
2010-02
期刊：
Genetics in medicine : official journal of the American College of Medical Genetics
影响因子：
--
作者：
Bussey-Jones J;Garrett J;Henderson G;Moloney M;Blumenthal C;Corbie-Smith G
通讯作者：
Corbie-Smith G
影响因子：
5.1
作者：
Gottweis, H
通讯作者：
Gottweis, H
影响因子：
3.3
作者：
McDonald, Jasmine A.;Barg, Frances K.;Halbert, Chanita Hughes
通讯作者：
Halbert, Chanita Hughes
影响因子：
1.8
作者：
Pfister, HR;Böhm, G;Jungermann, H
通讯作者：
Jungermann, H
影响因子：
5.4
作者：
Bates, BR;Lynch, JA;Condit, CA
通讯作者：
Condit, CA