Division of Human Genetics, Department of Internal Medicine, The Ohio State University College of Medicine, Comprehensive Cancer Center, Columbus, Ohio, USA.
Michigan Public Health Institute, Center for Data Management and Translational Research, Okemos, Michigan, USA.
J Genet Couns. 2024 Feb;33(1):86-102. doi: 10.1002/jgc4.1872. Epub 2024 Feb 10.
There are limited studies regarding the attainment of the Accreditation Council for Genetic Counseling Practice-Based Competencies by genetic counseling students who complete clinical rotations in an in-person setting versus in a remote setting that incudes telephone and/or video patient encounters. This study explored the perceptions of 17 patient-facing genetic counselors who had served as supervisors for genetic counseling students regarding student attainment of practice-based competencies in in-person compared to remote rotations. Participants were recruited through an American Board of Genetic Counseling eblast and were required to have at least 2 years of clinical experience and experience providing genetic counseling supervision for at least one in-person rotation and one remote rotation. Four focus groups were created comprising genetic counselors from various practice disciplines. Discussion focused on potential differences and similarities in supervisor perceptions of student attainment of each clinical practice-based competency, and whether there were any concerns about students being able to attain each competency in remote rotations. Overall, participants discussed that genetic counseling students' attainment of clinical competencies through remote rotations was comparable to in-person rotations; however, 15 themes were identified illustrating differences reported by participants in how they observed these skills being performed by students in in-person versus remote clinical settings. The findings of this study highlight important considerations when developing a remote rotation, as well as ways in which certain clinical skills may be further enhanced through a combination of both in-person and remote clinical experiences. A noted limitation of remote rotations is that students have less of an opportunity to interact with other providers, and so may require other opportunities for interprofessionalism and to understand their role as part of a larger organization. Further study is required to elucidate differences between telephone and video clinics, as well as potential differences pertaining to various specialty areas of practice.
目前关于以面对面或远程（包括电话和/或视频患者咨询）方式完成临床实习的遗传咨询师学生获得遗传咨询实践能力认证委员会（Accreditation Council for Genetic Counseling Practice-Based Competencies）认证的研究有限。本研究探讨了 17 名从事过遗传咨询师学生监督工作的面向患者的遗传咨询师对学生在面对面与远程实习中获得实践能力的看法。参与者通过美国遗传咨询委员会的电子邮件通告招募，要求至少有 2 年的临床经验，并至少有一次面对面和一次远程实习的遗传咨询监督经验。创建了四个焦点小组，由来自不同实践学科的遗传咨询师组成。讨论重点是监督者对学生获得每个临床实践能力的看法存在潜在差异和相似之处，以及是否对学生在远程实习中获得每个能力存在任何担忧。总体而言，参与者讨论了遗传咨询学生通过远程实习获得临床能力与通过面对面实习获得的能力相当；然而，确定了 15 个主题，说明了参与者在观察学生在面对面和远程临床环境中表现这些技能时报告的差异。本研究的结果强调了在开发远程实习时需要考虑的重要因素，以及通过结合面对面和远程临床经验如何进一步增强某些临床技能。远程实习的一个显著限制是学生与其他提供者互动的机会较少，因此可能需要其他机会进行专业间合作，并了解他们作为更大组织的一部分的角色。需要进一步研究以阐明电话和视频诊所之间的差异，以及与各种实践专业领域相关的潜在差异。
