Evidence map›Paper›PMID 29750248›Full record

ReviewHuman molecular genetics2018

Physician preparedness for big genomic data: a review of genomic medicine education initiatives in the United States.

Caryn Kseniya Rubanovich, Cynthia Cheung, Jess Mandel, Cinnamon S Bloss

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in Human molecular genetics, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 55 papers.

0numbers the graph read from it
0cells of the map it votes in
55citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

55 citing papers in PubMed.

  1. Article
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  9. Generative Methods for Pediatric Genetics Education.medRxiv : the preprint server for health sciences · 2023
    Article
  10. Article
  11. Article
  12. Article
  13. Genomics of psychiatric disorders: Regional challenges and opportunitiesBiomedica : revista del Instituto Nacional de Salud · 2023
    Article
  14. Review
  15. Article
  16. Article
  17. Review
  18. Article
  19. Qualitative Methods for Refining a Web-Based Educational Tool for Patients Focused on Inherited Cancer Predisposition.Journal of cancer education : the official journal of the American Association for Cancer Education · 2022
    Article
  20. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Caryn Kseniya RubanovichSan Diego State University/University of California San Diego Joint Doctoral Program in Clinical Psychology, San Diego, CA, USA.
Cynthia CheungThe Qualcomm Institute of Calit2, University of California, San Diego, La Jolla, CA, USA.
Jess MandelDepartment of Medicine, University of California, San Diego, La Jolla, CA, USA.
Cinnamon S BlossThe Qualcomm Institute of Calit2, University of California, San Diego, La Jolla, CA, USA.

Funding

Impact of Privacy Environments for Personal Health Data on PatientsR01HG008753 · NHGRI · UNIVERSITY OF CALIFORNIA, SAN DIEGO · PI BLOSS, CINNAMON S · 2015 to 2017
$2.0M
NHGRI NIH HHS R01 HG008753
6 · The paper itself

Abstract

In the last decade, genomic medicine education initiatives have surfaced across the spectrum of physician training in order to help address a gap in genomic medicine preparedness among physicians. The approaches are diverse and stem from the belief that 21st century physicians must be proficient in genomic medicine applications as they will be leaders in the precision medicine movement. We conducted a review of literature in genomic medicine education and training for medical students, residents, fellows, and practicing physicians with articles published between June 2015 and January 2018 to gain a picture of the current state of genomic medicine education with a focus on the United States. We found evidence of progress in the development of new and innovative educational programs and other resources aimed at increasing physician knowledge and readiness. Three overarching educational approach themes emerged, including immersive and experiential learning; interdisciplinary and interprofessional education; and electronic- and web-based approaches. This review is not exhaustive, nevertheless, it may inform future directions and improvements for genomic medicine education. Important next-steps include: (i) identifying and studying ways to best implement low-cost dissemination of genomic information; (ii) emphasizing genomic medicine education program evaluation and (iii) incorporating interprofessional and interdisciplinary initiatives. Genomic medicine education and training will become more and more relevant in the years to come as physicians increasingly interact with genomic and other precision medicine technologies.

Indexed as

Big DataClinical CompetenceEducation, MedicalGenomicsHealth Knowledge, Attitudes, PracticeHumansPhysiciansUnited States

Identifiers

PMID29750248
PMCPMC6061688

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

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.