Impacts of incorporating personal genome sequencing into graduate genomics education: a longitudinal study over three course years.
Impacts of incorporating personal genome sequencing into graduate genomics education: a longitudinal study over three course years.
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DOI：
10.1186/s12920-018-0319-0
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发表时间：
2018-01-30
影响因子：
2.7
通讯作者：
Schadt EE
中科院分区：
文献类型：
--
作者：
Linderman MD;Sanderson SC;Bashir A;Diaz GA;Kasarskis A;Zinberg R;Mahajan M;Suckiel SA;Zweig M;Schadt EE
为了满足对更有效的基因组学培训的需求，从2012年开始，西奈山伊坎医学院提供了一个独特的实验室风格的研究生基因组学课程，“个人基因组的实用分析”（PAPG），学生可以选择测序和分析自己的整个基因组。我们假设，将个人基因组测序（PGS）纳入课程教学法可以提高学生的动机和参与度，提高教育成果。在这里，我们扩展了我们的试点PAPG队列的初步研究，报告了学生对基因组测序，决策，心理健康，基因组学知识和教学参与三个课程年的态度。参加2013年，2014年和2015年课程的学生在（T1）和（T2）先决条件研讨会（n = 110）之前（T3）和（T4）PAPG（n = 66）之后完成了问卷调查。学生们对PGS的兴趣很高; 59名符合条件的学生中有56名选择了自己的基因组测序。在先决条件研讨会后，决策冲突显著减少（T2与T1 p < 0.001）。大多数，但不是所有的学生，报告低水平的决定后悔和测试相关的痛苦后课程（T4）。每年基线决策冲突减少（p < 0.001），这表明，随着课程变得更加成熟，学生越来越多地在参加先决条件研讨会之前做出决定。学生们认为，分析自己的基因组增强了基因组学教学法，学生自我报告更持久，并参与分析自己的基因组的结果。超过90%的受访者表示，他们在课程作业之外花费了额外的时间来分析他们的基因组。在研究生医学教育中进行个人基因组测序可以提高学生的积极性和参与度。然而，将需要更多的数据来定量评估是否纳入PGS比其他教育方法更有效。本文的在线版本（doi：10.1186/s12920-018-0319-0）包含补充材料，可供授权用户使用。
To address the need for more effective genomics training, beginning in 2012 the Icahn School of Medicine at Mount Sinai has offered a unique laboratory-style graduate genomics course, “Practical Analysis of Your Personal Genome” (PAPG), in which students optionally sequence and analyze their own whole genome. We hypothesized that incorporating personal genome sequencing (PGS) into the course pedagogy could improve educational outcomes by increasing student motivation and engagement. Here we extend our initial study of the pilot PAPG cohort with a report on student attitudes towards genome sequencing, decision-making, psychological wellbeing, genomics knowledge and pedagogical engagement across three course years. Students enrolled in the 2013, 2014 and 2015 course years completed questionnaires before (T1) and after (T2) a prerequisite workshop (n = 110) and before (T3) and after (T4) PAPG (n = 66). Students’ interest in PGS was high; 56 of 59 eligible students chose to sequence their own genome. Decisional conflict significantly decreased after the prerequisite workshop (T2 vs. T1 p < 0.001). Most, but not all students, reported low levels of decision regret and test-related distress post-course (T4). Each year baseline decisional conflict decreased (p < 0.001) suggesting, that as the course became more established, students increasingly made their decision prior to enrolling in the prerequisite workshop. Students perceived that analyzing their own genome enhanced the genomics pedagogy, with students self-reporting being more persistent and engaged as a result of analyzing their own genome. More than 90% of respondents reported spending additional time outside of course assignments analyzing their genome. Incorporating personal genome sequencing in graduate medical education may improve student motivation and engagement. However, more data will be needed to quantitatively evaluate whether incorporating PGS is more effective than other educational approaches. The online version of this article (doi: 10.1186/s12920-018-0319-0) contains supplementary material, which is available to authorized users.
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DOI：
10.1038/gim.2014.67
发表时间：
2014-12
期刊：
Genetics in medicine : official journal of the American College of Medical Genetics
影响因子：
--
作者：
Feero WG;Manolio TA;Khoury MJ
通讯作者：
Khoury MJ
影响因子：
--
作者：
Irwin, M;Artin, KHH;Oxman, MN
通讯作者：
Oxman, MN
影响因子：
12.3
作者：
Gambin, Tomasz;Jhangiani, Shalini N.;Boerwinkle, Eric
通讯作者：
Boerwinkle, Eric
影响因子：
8.8
作者：
Korf, Bruce R.;Berry, Anna B.;Rodriguez, Laura L.
通讯作者：
Rodriguez, Laura L.
影响因子：
3.5
作者：
Colquhoun D
通讯作者：
Colquhoun D