ArticleGenome medicine2013
Informed decision-making among students analyzing their personal genomes on a whole genome sequencing course: a longitudinal cohort study.
Article in Genome medicine, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
18 citing papers in PubMed, 1 synthesis or guideline pooled it, 38 citations in OpenAlex.
- Characteristics and evaluation outcomes of genomics curricula for health professional students: a systematic literature review.Genetics in medicine : official journal of the American College of Medical Genetics · 2019Pooled it
- Implementation and evaluation of personal genetic testing as part of genomics analysis courses in German universities.BMC medical genomics · 2023Article
- Should pretest genetic counselling be required for patients pursuing genomic sequencing? Results from a survey of participants in a large genomic implementation study.Journal of medical genetics · 2019Article
- Young adults' attitudes to sharing whole-genome sequencing information: a university-based survey.BMC medical genomics · 2019Article
- Impacts of incorporating personal genome sequencing into graduate genomics education: a longitudinal study over three course years.BMC medical genomics · 2018Article
- Preferences for the provision of whole genome sequencing services among young adults.PloS one · 2017Article
- Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments.Advances in medical education and practice · 2017Review
- Personal microbiomes and next-generation sequencing for laboratory-based education.FEMS microbiology letters · 2016Article
- The Anatomy to Genomics (ATG) Start Genetics medical school initiative: incorporating exome sequencing data from cadavers used for Anatomy instruction into the first year curriculum.BMC medical genomics · 2016Article
- Effects of Using Personal Genotype Data on Student Learning and Attitudes in a Pharmacogenomics Course.American journal of pharmaceutical education · 2016Article
- Genomic sequencing in clinical practice: applications, challenges, and opportunities.Dialogues in clinical neuroscience · 2016Review
- Participant use and communication of findings from exome sequencing: a mixed-methods study.Genetics in medicine : official journal of the American College of Medical Genetics · 2016Article
- Development and preliminary evaluation of an online educational video about whole-genome sequencing for research participants, patients, and the general public.Genetics in medicine : official journal of the American College of Medical Genetics · 2016Article
- Toward clinical genomics in everyday medicine: perspectives and recommendations.Expert review of molecular diagnostics · 2016Article
- Decisional conflict and vaccine uptake: cross-sectional study of 2012/2013 influenza season in Croatia.Archives of medical science : AMS · 2015Article
- Preparing the next generation of genomicists: a laboratory-style course in medical genomics.BMC medical genomics · 2015Article
- Ethical considerations regarding classroom use of personal genomic information.Journal of microbiology & biology education · 2014Article
- Personalized genetic testing as a tool for integrating ethics instruction into biology courses.Journal of microbiology & biology education · 2014Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMultiple laboratories now offer clinical whole genome sequencing (WGS). We anticipate WGS becoming routinely used in research and clinical practice. Many institutions are exploring how best to educate geneticists and other professionals about WGS. Providing students in WGS courses with the option to analyze their own genome sequence is one strategy that might enhance students' engagement and motivation to learn about personal genomics. However, if this option is presented to students, it is vital they make informed decisions, do not feel pressured into analyzing their own genomes by their course directors or peers, and feel free to analyze a third-party genome if they prefer. We therefore developed a 26-hour introductory genomics course in part to help students make informed decisions about whether to receive personal WGS data in a subsequent advanced genomics course. In the advanced course, they had the option to receive their own personal genome data, or an anonymous genome, at no financial cost to them. Our primary aims were to examine whether students made informed decisions regarding analyzing their personal genomes, and whether there was evidence that the introductory course enabled the students to make a more informed decision.
methodsThis was a longitudinal cohort study in which students (N = 19) completed questionnaires assessing their intentions, informed decision-making, attitudes and knowledge before (T1) and after (T2) the introductory course, and before the advanced course (T3). Informed decision-making was assessed using the Decisional Conflict Scale.
resultsAt the start of the introductory course (T1), most (17/19) students intended to receive their personal WGS data in the subsequent course, but many expressed conflict around this decision. Decisional conflict decreased after the introductory course (T2) indicating there was an increase in informed decision-making, and did not change before the advanced course (T3). This suggests that it was the introductory course content rather than simply time passing that had the effect. In the advanced course, all (19/19) students opted to receive their personal WGS data. No changes in technical knowledge of genomics were observed. Overall attitudes towards WGS were broadly positive.
conclusionsProviding students with intensive introductory education about WGS may help them make informed decisions about whether or not to work with their personal WGS data in an educational setting.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.