Acad Med. 2011 Aug;86(8):925-7. doi: 10.1097/ACM.0b013e3182223acf.
As technologic innovation helps broaden and refine our knowledge base of genetic associations, a growing interest in translating these genetic discoveries to clinically useful laboratory tests has given rise to the potential of personalized medicine. To fully realize this potential, medical schools must educate trainees on genetic and genomic testing in clinical settings. An emerging debate in academic medical centers is not about the need for this education but, rather, the most effective educational models that should be deployed. At Stanford School of Medicine, several proposals to offer personal genotyping in the educational curriculum argued that learning genetics and the attendant cutting-edge molecular techniques would be more powerful and sustained if students were applying their knowledge to their personal genotypes. Given the complex ethical, legal, and social issues involved in implementing such a program, a schoolwide task force was formed to evaluate the risks and benefits of offering personal genotyping to students and residents. In this commentary, the authors discuss the salient issues raised by the task force and describe the safeguards adopted into the ultimate approval and implementation of the course, which included the opportunity for students to analyze their own genomes.
随着技术创新帮助拓宽和完善我们对遗传关联的知识库，将这些遗传发现转化为临床有用的实验室测试的兴趣日益浓厚，这使得个性化医疗成为可能。为了充分发挥这一潜力，医学院校必须在临床环境中对学员进行遗传和基因组检测方面的教育。在学术医疗中心出现的一个争议不是关于这种教育的必要性，而是应该采用哪些最有效的教育模式。在斯坦福医学院，有几项在教育课程中提供个人基因分型的提议认为，如果学生将他们的知识应用于他们的个人基因型，那么学习遗传学和随之而来的尖端分子技术将更加强大和持久。鉴于实施这样一个项目涉及到复杂的伦理、法律和社会问题，一个全校范围的工作组成立了，以评估向学生和住院医生提供个人基因分型的风险和益处。在这篇评论中，作者讨论了工作组提出的突出问题，并描述了在最终批准和实施该课程时所采取的保障措施，其中包括学生分析自己基因组的机会。
