Harris Rodney, Challen Kirsty, Benjamin Caroline, Harris Hilary
GenEd Coordinating Centre, University of Manchester, Manchester, UK.
Community Genet. 2006;9(4):224-6. doi: 10.1159/000094469.
It was the aim of this study to assess educational needs and priorities in genetics amongst non-genetic health professionals.
The methods used included website reviews and direct contact with individuals and organisations involved in health professional education.
Health professional education and training differed in structure with wide variation in the content and duration of genetics education provided. Evidence from the UK, France and Germany indicates that genetics professionals are influencing the genetics content of medical curricula. In post-graduate training, some specialist regulators have adopted specific genetics education requirements, but many programmes lack any explicit genetics. We show that within each country, a sometimes confusing plethora of organisations has responsibility for setting, assessing and delivering medical and midwifery education.
本研究旨在评估非遗传学卫生专业人员在遗传学方面的教育需求和优先事项。
所采用的方法包括网站审查以及与参与卫生专业人员教育的个人和组织直接联系。
卫生专业人员的教育和培训在结构上存在差异，所提供的遗传学教育内容和时长差异很大。来自英国、法国和德国的证据表明，遗传学专业人员正在影响医学课程的遗传学内容。在研究生培训中，一些专业监管机构已经采用了特定的遗传学教育要求，但许多课程缺乏任何明确的遗传学内容。我们表明，在每个国家，有时有过多令人困惑的组织负责制定、评估和提供医学及助产士教育。
