George Washington University, Clinical Research and Leadership, 900 23rd Street NW, School of Medicine, Washington, DC 20037, USA.
Am J Bioeth. 2012;12(4):32-40. doi: 10.1080/15265161.2012.656803.
Recognizing the profound need for greater patient and provider familiarity with personalized genomic medicine, many university instructors are including personalized genotyping as part of their curricula. During seminars and lectures students run polymerase chain reactions on their own DNA or evaluate their experiences using direct-to-consumer genetic testing services subsidized by the university. By testing for genes that may influence behavioral or health-related traits, however, such as alcohol tolerance and cancer susceptibility, certain universities have stirred debate on the ethical concerns raised by educational genotyping. Considering the potential for psychosocial harm and medically relevant outcomes, how far should university-facilitated DNA testing be permitted to go? The analysis here distinguishes among these learning initiatives and critiques their approaches to the ethical concerns raised by educational genotyping.
认识到患者和医务人员更加熟悉个性化基因组医学的迫切需求，许多大学教师将个性化基因分型纳入课程的一部分。在研讨会上和讲座上，学生们对自己的 DNA 进行聚合酶链反应，或者评估他们使用大学补贴的直接面向消费者的基因检测服务的体验。然而，通过测试可能影响行为或与健康相关的特征的基因，例如酒精耐受性和癌症易感性，某些大学就教育基因分型引发的伦理问题引发了争议。考虑到潜在的心理社会伤害和医学相关后果，大学促进 DNA 检测应该允许到什么程度？这里的分析区分了这些学习计划，并对它们处理教育基因分型引发的伦理问题的方法进行了批评。
