Bienvenido
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Titulo Artículo : | How do students react to analyzing their own genomes in a whole-genome sequencing course?: outcomes of a longitudinal cohort study | |||
| Titulo Revista: | Genetics in Medicine |
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ISBN | 1098-3600 | ||||
| Autores | Michael D. Linderman Randi Zinberg Ali Bashir Andrew Kasarskis Micol Zweig Sabrina Suckiel Hardik Shah Milind Mahajan George A. Diaz Eric E. Schadt Saskia C. Sanderson |
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| Año de publicacion | 2015 | ||||
Suplemento |
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| Numero | 11 | Volumen | 17 | ||
| Pagina Inicial | 866 | Pagina Final | 874 | ||
| Idioma: | Inglés | Base de datos bibliográfica: | ScienceDirect |
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| Resumen : | Purpose Health-care professionals need to be trained to work with whole-genome sequencing (WGS) in their practice. Our aim was to explore how students responded to a novel genome analysis course that included the option to analyze their own genomes. Methods This was an observational cohort study. Questionnaires were administered before (T3) and after the genome analysis course (T4), as well as 6 months later (T5). In-depth interviews were conducted at T5. Results All students (n = 19) opted to analyze their own genomes. At T5, 12 of 15 students stated that analyzing their own genomes had been useful. Ten reported they had applied their knowledge in the workplace. Technical WGS knowledge increased (mean of 63.8% at T3, mean of 72.5% at T4; P = 0.005). In-depth interviews suggested that analyzing their own genomes may increase students’ motivation to learn and their understanding of the patient experience. Most (but not all) of the students reported low levels of WGS results–related distress and low levels of regret about their decision to analyze their own genomes. | ||||
| Palabras Claves : | Educación genética Educación médica Genomas personales Secuenciación del genoma completo |
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Tipo de acceso: |
libre | Disponibilidad | Link Externo |  |
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| Publico Objetivo: | Docentes , Medicos , Investigadores , | ||||