George Washington University

A NEEDS ASSESSMENT OF GENETICS EDUCATION AND LEARNING STYLES: PERSPECTIVES OF MEDICAL STUDENTS, RESIDENTS AND FACULTY ACROSS SPECIALTIES

With the completion of the human genome project in 2001, the identification of disease causing genes has dramatically increased.1 Even prior to the completion of the human genome sequence, educators in genetics recognized that practicing physicians had limited knowledge about genetic tests and the implications for medical practice. Although knowledge of genetics and genetic tests is increasing among physicians, particularly among recent graduates and physicians who are exposed to genetics problems in their practices, one group evaluating the genetics knowledge of primary care providers found that deficiencies in knowledge still remain. This group stated that while âmedical school courses in genetics may improve knowledge, it was not sufficient.â�? Rather, they determined that greater emphasis is needed at all levels of medical education.
The contemporary practice of medicine requires health care providers to have knowledge about genetics and possess the skills necessary to obtain, interpret, and communicate information about genetics. The importance of hereditary contribution to disease is often underappreciated by the general public and by many health care providers. Through training, primary care providers including obstetrician gynecologists and OBGYN residents should be prepared to take a leadership role in advocating for patient needs in the area of genetics. Current medical education programs using lecture format may not be the most effective method for providing health care personnel with the requisite knowledge and skills in genetics. Innovative educational modalities, experiential in nature, including standardized patients, may better serve to educate adult learners.