Distinction in Genetics in the Preclerkship: a Pathway to Enhance Medical Students Exposure to Clinical Genetics.
Education and Research Strategies
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Primary Categories:
- General Education
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Secondary Categories:
- General Education
Introduction:
The Paul L Foster School of Medicine (PLFSOM) at Texas Tech Health Sciences Center (TTUHSC) El Paso is a Hispanic serving institution in a medically underserved community on the US-Mexican border with a paucity of genomic medicine opportunities for our learners. Moreover, given the density of the preclerkship curriculum, adding additional genomic medicine content is constrained. To overcome these challenges and enhance student exposure to genomic medicine, a Distinction in Clinical Genetics (DCG) program was developed. The DCG program is competitive. Two medical students are selected from the applicant pool to embark on an immersive, in-depth exposure to a genetic topic related to their basic science curriculum during the first two years of preclerkship training. Additionally, they participate in clinical experience and related genetic research related. Core program faculty included a clinical geneticist, clinical molecular laboratory medicine geneticist, cell-biologist, immunologist, biochemist, and physiologist. The two DCG students present a topic in genomic medicine every 4-6 weeks to peers and faculty. The topics are presented in context with concurrent academic pre-clerkship curriculum. It was not mandatory for PFSOM students to attend these presentation; however, there were between 10-20 present for each discussion. This proved to be an enriching exposure for many medical students. The aims of this study were to evaluate medical students' experiences with the DCG program and assess how students learn genetics while soliciting suggestions to implement improvements.
Methods:
PLFSOM preclerkship students were invited to attend non-mandatory DCG sessions where clinical genetics concepts were presented by peers selected in the DCG program. The sessions were advertised on the school’s learning calendar so that all students would be invited. Students were later invited via email to participate in a survey regarding the DCG sessions. Likert scales were used for quantitative questions. Narrative themes were generated from open-ended survey questions.
Results:
Twenty one first year students and 17 second year students responded to the survey representing 15% of each class. Twenty-two students attended at least one session, with an average of approximately 4 sessions attended. Seventeen respondents did not attend any session. Most commonly reported reasons for attending was supporting peers (n=20), enhancing genetic knowledge (n=17), curiosity (n=15), followed by a plan to pursue future clinical genetics training (n=4). Majority of the students agreed or strongly agreed that the the sessions helped consolidate materials learnt in the formal curriculum, enhanced their understanding of the clinical applications of genetics as related to the unit, gave them the opportunity to discuss concepts related to clinical genetics beyond what is required for the summative exam and found student led presentations valuable to their learning. Thematic analysis demonstrated that students found peer/near-peer led presentations in clinical genetics valuable given their shared understanding of current knowledge. Suggestions for improvement: scheduling presentations on days where mandatory attendance is required for the students to enhance turnout, better time management, and interactive activities such as analyzing genetic test results.
Conclusion:
Few other institutions offer distinction or concentration pathways for preclerkship students, with most having a robust genetics division/department. This study shows that a DCG program is feasible and important to provide in a medically underserved region. This was possible with the support of collaborative efforts of a multidisciplinary team of medical educators and by leveraging peers as educators. Review of other distinction curricula shows similar inclusion of clinical activities and/ or research requirements. In this model, incorporating peer/near peer presentations in the design of the program was successful in enhancing the student-body's exposure to genetics in the preclerkship. This model could be used as a blueprint for other medical educators when designing a distinction program in genetics.
The Paul L Foster School of Medicine (PLFSOM) at Texas Tech Health Sciences Center (TTUHSC) El Paso is a Hispanic serving institution in a medically underserved community on the US-Mexican border with a paucity of genomic medicine opportunities for our learners. Moreover, given the density of the preclerkship curriculum, adding additional genomic medicine content is constrained. To overcome these challenges and enhance student exposure to genomic medicine, a Distinction in Clinical Genetics (DCG) program was developed. The DCG program is competitive. Two medical students are selected from the applicant pool to embark on an immersive, in-depth exposure to a genetic topic related to their basic science curriculum during the first two years of preclerkship training. Additionally, they participate in clinical experience and related genetic research related. Core program faculty included a clinical geneticist, clinical molecular laboratory medicine geneticist, cell-biologist, immunologist, biochemist, and physiologist. The two DCG students present a topic in genomic medicine every 4-6 weeks to peers and faculty. The topics are presented in context with concurrent academic pre-clerkship curriculum. It was not mandatory for PFSOM students to attend these presentation; however, there were between 10-20 present for each discussion. This proved to be an enriching exposure for many medical students. The aims of this study were to evaluate medical students' experiences with the DCG program and assess how students learn genetics while soliciting suggestions to implement improvements.
Methods:
PLFSOM preclerkship students were invited to attend non-mandatory DCG sessions where clinical genetics concepts were presented by peers selected in the DCG program. The sessions were advertised on the school’s learning calendar so that all students would be invited. Students were later invited via email to participate in a survey regarding the DCG sessions. Likert scales were used for quantitative questions. Narrative themes were generated from open-ended survey questions.
Results:
Twenty one first year students and 17 second year students responded to the survey representing 15% of each class. Twenty-two students attended at least one session, with an average of approximately 4 sessions attended. Seventeen respondents did not attend any session. Most commonly reported reasons for attending was supporting peers (n=20), enhancing genetic knowledge (n=17), curiosity (n=15), followed by a plan to pursue future clinical genetics training (n=4). Majority of the students agreed or strongly agreed that the the sessions helped consolidate materials learnt in the formal curriculum, enhanced their understanding of the clinical applications of genetics as related to the unit, gave them the opportunity to discuss concepts related to clinical genetics beyond what is required for the summative exam and found student led presentations valuable to their learning. Thematic analysis demonstrated that students found peer/near-peer led presentations in clinical genetics valuable given their shared understanding of current knowledge. Suggestions for improvement: scheduling presentations on days where mandatory attendance is required for the students to enhance turnout, better time management, and interactive activities such as analyzing genetic test results.
Conclusion:
Few other institutions offer distinction or concentration pathways for preclerkship students, with most having a robust genetics division/department. This study shows that a DCG program is feasible and important to provide in a medically underserved region. This was possible with the support of collaborative efforts of a multidisciplinary team of medical educators and by leveraging peers as educators. Review of other distinction curricula shows similar inclusion of clinical activities and/ or research requirements. In this model, incorporating peer/near peer presentations in the design of the program was successful in enhancing the student-body's exposure to genetics in the preclerkship. This model could be used as a blueprint for other medical educators when designing a distinction program in genetics.