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Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments

Overview of attention for article published in Advances in Medical Education and Practice, December 2017
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7 tweeters

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23 Mendeley
Title
Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments
Published in
Advances in Medical Education and Practice, December 2017
DOI 10.2147/amep.s145696
Pubmed ID
Authors

Nobuko Hagiwara

Abstract

The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students' skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs) in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students' competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules' learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed.

Twitter Demographics

The data shown below were collected from the profiles of 7 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 23 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 23 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 6 26%
Student > Ph. D. Student 5 22%
Student > Bachelor 3 13%
Professor 3 13%
Other 3 13%
Other 3 13%
Readers by discipline Count As %
Medicine and Dentistry 10 43%
Nursing and Health Professions 2 9%
Biochemistry, Genetics and Molecular Biology 2 9%
Engineering 2 9%
Social Sciences 2 9%
Other 5 22%