Department of Chemistry, Tufts University, Medford, Massachusetts, USA.
Genet Med. 2011 Jan;13(1):63-6. doi: 10.1097/GIM.0b013e3181f872ac.
There is an expanding gap between the availability of direct-to-consumer whole genome testing and physician knowledge regarding interpretation of test results. Advances in the genomic literacy of health care providers will be necessary for genomics to exert its potential to affect clinical practice. However, implementation of a major shift in medical education to include genomics is not easily done. The purpose of this educational report is to describe efforts to incorporate knowledge of personalized medicine into a medical school curriculum.
In this report, we describe the experiences, both good and bad, of a multidisciplinary faculty group that examined ways to improve genomic education at Tufts University School of Medicine during a 16-month period.
The results of the faculty's deliberation process resulted in the use of anonymous, rather than student genomes, to teach material on genomic medicine.
Increased medical school education regarding genomic analysis and personalized medicine is a necessity, both to be able to translate the advances made by the Human Genome Project into improvements in human health and to begin to think of diseases as disruptions in specific pathways. Our experiences illustrate that adding this material to a medical school curriculum is a complex process that deserves careful thought and broad discussion within the academic community.
直接面向消费者的全基因组检测的可获得性与医生对检测结果解读的知识之间存在差距不断扩大。医疗保健提供者的基因组知识的进步对于基因组学发挥其影响临床实践的潜力是必要的。然而，要将医学教育进行重大转变以纳入基因组学并非易事。本教育报告的目的是描述将个性化医学知识纳入医学院课程的努力。
在本报告中，我们描述了一个多学科教师小组在 16 个月的时间内，检查了在塔夫茨大学医学院改善基因组教育的方法，探讨了各种经验，有好有坏。
教师们审议过程的结果是使用匿名而不是学生的基因组来教授基因组医学方面的材料。
增加医学院关于基因组分析和个性化医学的教育是必要的，既要能够将人类基因组计划取得的进展转化为人类健康的改善，又要开始将疾病视为特定途径的中断。我们的经验表明，将这些材料添加到医学院课程中是一个复杂的过程，值得在学术界内部进行仔细的思考和广泛的讨论。
