Optimization of the biochemical genetics laboratory rotation using a multidesign approach to curriculum |
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| Affiliation: | 1. Genetics and Metabolism, University of Tennessee Health Science Center, LeBonheur Children’s Hospital, Memphis, TN;2. Pathology and Laboratory Medicine, Children’s National Hospital, Washington, DC;3. Genetics and Metabolism, Rare Disease Institute, Children’s National Hospital, Washington, DC;4. Department of Pathology, Stanford University School of Medicine, Stanford, CA;1. Graduate School of Health, University of Technology Sydney, Ultimo, New South Wales, Australia;2. Stanford Center for Undiagnosed Diseases, Standard University, Stanford, CA;3. Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, IL;4. Rare Disease Institute, Children''s National Hospital, Washington, DC;5. National Human Genome Research Institute, National Institutes of Health, Bethesda, MD;6. Center for Health Research, Kaiser Permanente Northwest, Portland, OR;7. Treuman Katz Center for Pediatric Bioethics, Seattle Children’s Hospital, Seattle, WA;8. Genomics, Ethics, and Translational Research Program, RTI International, Washington, DC;1. Division of Medical Genetics, Department of Pediatrics, Duke University School of Medicine, Durham, NC;2. Stanford Center for Inherited Cardiovascular Disease, Division of Cardiovascular Medicine, Department of Medicine, Stanford University School of Medicine, Stanford, CA;3. Stanford Center for Undiagnosed Diseases, Stanford University, and Department of Pediatrics, Stanford University School of Medicine, Stanford, CA;4. Institute for Genome Medicine, Columbia University Medical Center, New York, NY;1. The Menzies Institute for Medical Research, College of Health and Medicine, The University of Tasmania, Hobart, Tasmania, Australia;2. Department of Molecular Medicine, The Royal Hobart Hospital, Hobart, Tasmania, Australia;3. Department of Molecular Haematology, The Peter MacCallum Cancer Centre, Melbourne, Victoria, Australia;4. Section of Hematology, Oncology, and Rheumatology, Department of Internal Medicine, Heidelberg University Hospital, Heidelberg, Germany;5. Children’s Medical Research Institute, Faculty of Medicine and Health, University of Sydney, Westmead, New South Wales, Australia;6. School of Science, STEM College, RMIT University, Bundoora, Victoria, Australia;1. Division of Medical Genetics, Department of Pediatrics, Duke University Medical Center, Durham, NC;2. Departments of Pathology and Pediatrics, New York Medical College, Valhalla, NY;3. Reference Center of Inherited Metabolic Diseases, Imagine Institute, Hospital Necker Enfants Malades, APHP, University Paris Descartes, Paris, France;4. Willink Biochemical Genetics Unit, Manchester Center for Genomic Medicine, St Mary’s Hospital, Central Manchester Foundation Trust, Manchester, United Kingdom;5. Great Ormond Street Hospital NHS Foundation Trust, London, UK and National Institute of Health Research Great Ormond Street Hospital Biomedical Research Centre, London, UK;6. Department of Pediatrics, University of Washington School of Medicine, Seattle Children’s Hospital, Seattle, WA;7. Department of Neuropediatrics, Tokyo Metropolitan Neurological Hospital, Tokyo, Japan;8. Pediatrics Department, Center for Inborn Errors of Metabolism ToTeM, CHU Tours, and N2C, INSERM U1069, Tours University, Tours, France;9. Department of Cardiology, Tokyo Metropolitan Children’s Medical Center, Tokyo, Japan;10. Departments of Ophthalmology and Pediatrics, Duke University, Durham, NC;11. Sanofi, Chilly-Mazarin, France;12. Sanofi, Bridgewater, NJ;13. Sanofi, Cambridge, MA;14. Sanofi, Laval, Canada;15. Departments of Medical Genetics and Pediatrics, National Taiwan University Hospital, Taipei, Taiwan;1. Autism & Developmental Medicine Institute, Geisinger, Lewisburg, PA;2. Department of Genomic Health, Geisinger, Danville, PA;1. Department of Pathology & Immunology, Washington University School of Medicine in St. Louis, St. Louis, MO;2. Clinical Laboratory, Phoenix Children’s Hospital, Phoenix, AZ;3. Departments of Pediatrics and Dermatology, Feinberg School of Medicine, Northwestern University, Chicago, IL;4. Division of Dermatology, Ann & Robert H. Lurie Children’s Hospital of Chicago, Chicago, IL;5. Division of Pediatric Surgery, Department of Surgery, University of Colorado School of Medicine, Children’s Hospital Colorado, Aurora, CO;6. Division of Medical Genetics, UPMC Children’s Hospital of Pittsburgh, Pittsburgh, PA;7. Division of Plastic and Reconstructive Surgery, Department of Surgery, School of Medicine, Washington University, St. Louis, MO;8. Division of Dermatology, Departments of Medicine and Pediatrics, Washington University School of Medicine, St. Louis, MO;9. Department of Pediatrics, Washington University School of Medicine in St. Louis, St. Louis, MO;10. Department of Pediatric Plastic and Reconstructive Surgery, Nationwide Children’s Hospital, Columbus, OH;11. Division of Hematology, Oncology, Blood and Marrow Transplant, Nationwide Children’s Hospital, Columbus, OH;12. Department of Pediatrics, The Ohio State University College of Medicine, Columbus, OH;13. Genetic Medicine Service, Montreal University Hospital (CHUM-CRCHUM), Montréal, Quebec, Canada;14. Institute for Genomic Medicine, Nationwide Children’s Hospital, Columbus, OH;15. Department of Pathology, The Ohio State University College of Medicine, Columbus, OH;16. Department of Genetics, Washington University School of Medicine in St. Louis, St. Louis, MO |
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| Abstract: | ![]()
PurposeA biochemical genetics laboratory rotation is required for multiple genetics training programs. Traditionally, this rotation has been observational with experience being dependent upon cases released and availability of laboratory director(s), resulting in inconsistent learning opportunities. This curriculum was created to standardize the learning experience.MethodsThe revised rotation provides multiple teaching modalities including small group didactic sessions (flipped classroom model), case-based sessions, and hands-on laboratory experience. Trainees prepare a presentation (learning by teaching) and discuss the differential diagnosis, metabolic pathway, newborn screening, treatment, and molecular characteristics of the gene(s) implicated. Learner assessment is performed using pre- and post-tests, learner evaluations, and instructor feedback.ResultsPre- and post-test scores were significantly different (P < .001) for learners from all programs. Participants found the course to be effective, increased their learning, and allowed them to interact with metabolic testing results in helpful ways. Faculty appreciated the use of prerecorded lectures and additional time for in-depth teaching on interesting cases.ConclusionThe revised rotation has been well received by trainees and faculty. Interaction of learners with the laboratory staff was optimized by ensuring all parties were prepared to teach and learn. Future directions include expanding the program to include remote learners from other centers. |
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| Keywords: | Clinical biochemical genetics laboratory Educational outcomes research Medical genetics education |
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