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Impacts of incorporating personal genome sequencing into graduate genomics education: a longitudinal study over three course years.

ABSTRACT: BACKGROUND:To address the need for more effective genomics training, beginning in 2012 the Icahn School of Medicine at Mount Sinai has offered a unique laboratory-style graduate genomics course, "Practical Analysis of Your Personal Genome" (PAPG), in which students optionally sequence and analyze their own whole genome. We hypothesized that incorporating personal genome sequencing (PGS) into the course pedagogy could improve educational outcomes by increasing student motivation and engagement. Here we extend our initial study of the pilot PAPG cohort with a report on student attitudes towards genome sequencing, decision-making, psychological wellbeing, genomics knowledge and pedagogical engagement across three course years. METHODS:Students enrolled in the 2013, 2014 and 2015 course years completed questionnaires before (T1) and after (T2) a prerequisite workshop (n =?110) and before (T3) and after (T4) PAPG (n =?66). RESULTS:Students' interest in PGS was high; 56 of 59 eligible students chose to sequence their own genome. Decisional conflict significantly decreased after the prerequisite workshop (T2 vs. T1 p

SUBMITTER: Linderman MD

PROVIDER: S-EPMC5791365 | biostudies-literature | 2018 Jan

REPOSITORIES: biostudies-literature

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Impacts of incorporating personal genome sequencing into graduate genomics education: a longitudinal study over three course years.

Linderman Michael D MD Sanderson Saskia C SC Bashir Ali A Diaz George A GA Kasarskis Andrew A Zinberg Randi R Mahajan Milind M Suckiel Sabrina A SA Zweig Micol M Schadt Eric E EE

BMC medical genomics 20180130 1

<h4>Background</h4>To address the need for more effective genomics training, beginning in 2012 the Icahn School of Medicine at Mount Sinai has offered a unique laboratory-style graduate genomics course, "Practical Analysis of Your Personal Genome" (PAPG), in which students optionally sequence and analyze their own whole genome. We hypothesized that incorporating personal genome sequencing (PGS) into the course pedagogy could improve educational outcomes by increasing student motivation and engag ...[more]

PMID: 29382336

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Project description:BackgroundLittle is known about the level of burnout among program administrators (PAs) in medical education and its impact on the trainee environment.ObjectiveTo investigate variations in burnout levels over a 1-year period among a national cohort of PAs and examine any associations between perceived support and isolation.DesignA 1-year longitudinal study conducted to assess burnout levels among PAs across the USA. The Copenhagen Burnout Inventory (score range, 0-100) was used to measure burnout over one academic year (July 2017-June 2018). The generalized estimating equations model was used to measure changes in burnout levels from the start of the academic year. To explore the differences in burnout scores across question response levels, a one-way ANOVA test was utilized and reported as least squares means ± SD.ParticipantsIndividuals who self-identified as PAs in a graduate medical education training program. Among the 1084 persons nationwide who expressed interest, 904 (83%) completed the baseline survey; 29 of the 42 (69%) local administrators completed the survey. "Clients" defined as interns, residents/fellows, and medical students.Main measuresChange in burnout score using the validated tool. Hypothesis formulated prior to data collection.Key resultsAmong the 931 participants, the 3rd quarter (March 2018) marked the lowest average personal burnout score (change from the start of academic year, - 3.67; p < 0.001, 95% CI - 5.77 to - 1.58) and work-related burnout score (change, - 3.03; p < 0.001, 95% CI - 5.01 to - 1.06). Client-related burnout was the lowest in September 2017 (change, - 1.46; p = 0.491; 95% CI - 3.54 to 0.62). June 2018: those who strongly agreed to feeling isolated in their current position had an increased personal (69.1 ± 18.4 SD), work-related (72.5 ± 20.8 SD), and client-related (42.3 ± 23.7 SD) burnout score.ConclusionsPA burnout levels fluctuate over the academic year and are shown to increase as feelings of isolation grow.

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Impacts of incorporating personal genome sequencing into graduate genomics education: a longitudinal study over three course years.

Publications

Impacts of incorporating personal genome sequencing into graduate genomics education: a longitudinal study over three course years.

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