Jasmine Lee-Barber1,2, Violet Kulo3, Harold Lehmann3,4, Ada Hamosh5,3, Joann Bodurtha6,5,3. 1. Department of Pediatrics, The Johns Hopkins University, Baltimore, Maryland, USA. jleebar1@jhu.edu. 2. McKusick-Nathans Institute of Genetic Medicine, The Johns Hopkins University, Baltimore, Maryland, USA. jleebar1@jhu.edu. 3. The Johns Hopkins University School of Medicine, Baltimore, Maryland, USA. 4. The Johns Hopkins School of Public Health, Baltimore, Maryland, USA. 5. McKusick-Nathans Institute of Genetic Medicine, The Johns Hopkins University, Baltimore, Maryland, USA. 6. Department of Pediatrics, The Johns Hopkins University, Baltimore, Maryland, USA.
Abstract
PURPOSE: Given advances in genomic medicine, medical students need increased confidence in clinical genetics skills to address multiple genetic conditions. After success of first-year medical school instruction in the Online Mendelian Inheritance in Man (OMIM®) database, we report the impact on gaining confidence in broad clinical genetics skills in 5 subsequent years. METHODS: We collected 5 years of successive pre- and postintervention survey based self-assessments on medical student use of genetic medicine information resources and confidence in genetic medicine skills. To assess retention of confidence in these skills, we administered a follow-up survey to students after 1-2 years of clinical rotations. RESULTS: We found a consistent, statistically significant increase in students' confidence in clinical genetics skills after the first-year OMIM educational session, with confidence retention above baseline up to 2 years after the educational exposure. Skills include ability to generate a differential diagnosis for genetic conditions, share information with patients and families, and find accurate information on genetic conditions. The majority agreed that increased use of OMIM will better prepare students to achieve these skills. CONCLUSION: Integration of the OMIM database in first-year education is an effective instructional tool that may provide a lasting increase in confidence in clinical genetics skills.
PURPOSE: Given advances in genomic medicine, medical students need increased confidence in clinical genetics skills to address multiple genetic conditions. After success of first-year medical school instruction in the Online Mendelian Inheritance in Man (OMIM®) database, we report the impact on gaining confidence in broad clinical genetics skills in 5 subsequent years. METHODS: We collected 5 years of successive pre- and postintervention survey based self-assessments on medical student use of genetic medicine information resources and confidence in genetic medicine skills. To assess retention of confidence in these skills, we administered a follow-up survey to students after 1-2 years of clinical rotations. RESULTS: We found a consistent, statistically significant increase in students' confidence in clinical genetics skills after the first-year OMIM educational session, with confidence retention above baseline up to 2 years after the educational exposure. Skills include ability to generate a differential diagnosis for genetic conditions, share information with patients and families, and find accurate information on genetic conditions. The majority agreed that increased use of OMIM will better prepare students to achieve these skills. CONCLUSION: Integration of the OMIM database in first-year education is an effective instructional tool that may provide a lasting increase in confidence in clinical genetics skills.
Entities:
Keywords:
Online Mendelian Inheritance in Man; clinical genetics; education; genetic skills; medical students