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dc.creatorRogers, Jill Cellarsen
dc.creatorTaylor, Ann T Sen
dc.date.accessioned2016-01-09T00:34:11Zen
dc.date.available2016-01-09T00:34:11Zen
dc.date.created2011-06en
dc.date.issued2011-06en
dc.identifierdoi:10.1007/s10897-011-9352-2en
dc.identifier.bibliographicCitationJournal of genetic counseling 2011 Jun; 20(3): 231-40en
dc.identifier.urihttp://worldcatlibraries.org/registry/gateway?version=1.0&url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&atitle=Teaching+about+genetic+testing+issues+in+the+undergraduate+classroom:+a+case+study.&title=Journal+of+genetic+counseling+&volume=20&issue=3&date=2011-06&au=Rogers,+Jill+Cellars;+Taylor,+Ann+T+Sen
dc.identifier.urihttp://dx.doi.org/10.1007/s10897-011-9352-2en
dc.identifier.urihttp://hdl.handle.net/10822/1017095en
dc.description.abstractEducating undergraduates about current genetic testing and genomics can involve novel and creative teaching practices. The higher education literature describes numerous pedagogical approaches in the laboratory designed to engage science and liberal arts students. Often these experiences involve students analyzing their own genes for various polymorphisms, some of which are associated with disease states such as an increased risk for developing cancer. While the literature acknowledges possible ethical ramifications of such laboratory exercises, authors do not present recommendations or rubrics for evaluating whether or not the testing is, in fact, ethical. In response, we developed a laboratory investigation and discussion which allowed undergraduate science students to explore current DNA manipulation techniques to isolate their p53 gene, followed by a dialogue probing the ethical implications of examining their sample for various polymorphisms. Students never conducted genotyping on their samples because of ethical concerns, so the discussion served to replace actual genetic testing in the class. A basic scientist led the laboratory portion of the assignment. A genetic counselor facilitated the discussion, which centered around existing ethical guidelines for clinical genetic testing and possible challenges of human genotyping outside the medical setting. In their final papers, students demonstrated an understanding of the practice guidelines established by the genetics community and acknowledged the ethical considerations inherent in p53 genotyping. Given the burgeoning market for personalized medicine, teaching undergraduates about the psychosocial and ethical dimensions of human gene testing seems important and timely, and introduces an additional role genetic counselors can play in educating consumers about genomics.en
dc.formatArticleen
dc.languageenen
dc.sourceeweb:339197en
dc.subjectCanceren
dc.subjectDiseaseen
dc.subjectDNAen
dc.subjectEducationen
dc.subjectGenesen
dc.subjectGenetic Testingen
dc.subjectGeneticsen
dc.subjectGenomicsen
dc.subjectGuidelinesen
dc.subjectLiteratureen
dc.subjectMedicineen
dc.subjectPersonalized Medicineen
dc.subjectPractice Guidelinesen
dc.subjectRisken
dc.subjectScienceen
dc.subjectStudentsen
dc.subject.classificationGenetic Screening / Genetic Testingen
dc.subject.classificationEducation Ethicsen
dc.titleTeaching About Genetic Testing Issues in the Undergraduate Classroom: A Case Studyen
dc.provenanceCitation prepared by the Library and Information Services group of the Kennedy Institute of Ethics, Georgetown University for the ETHXWeb database.en
dc.provenanceCitation migrated from OpenText LiveLink Discovery Server database named EWEB hosted by the Bioethics Research Library to the DSpace collection EthxWeb hosted by DigitalGeorgetown.en


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