This seminar is a one-hour weekly course which includes presentations by healthcare professionals and students. The goal of this series is to raise the academic interest and scholastic skills of students and professionals through critical review of the literature and presentations. The series encourages life-long learning, critical analysis of the literature, and development of presentation skills. The format is to alternate between journal club and case presentations (referred to as Genetic consequences). Because of the wide geographic nature of the participants, interactive video will be used.
Genetic Counseling I, II, III, and IV represent a series of sequential courses which provide necessary tools for genetic counselors to excel in their careers. The series also explores contemporary and professional issues in genetic counseling. The focus of GENC 620 Genetic Counseling I is: academic methodologies, library research, pedigree collection and storage, medical documentation and writing, case management and professional topics.
Genetic Counseling I, II, III, and IV represent a series of sequential courses which provide necessary tools for genetic counselors to excel in their careers. The series also explores contemporary and professional issues in genetic counseling. The focus of GENC 621 Genetic Counseling II is: refining skills for clinic/rotations and different service delivery models, preparing for professional presentations, risk calculation, and risk communication.
Genetic Counseling I, II, III, and IV represent a series of sequential courses which provide necessary tools for genetic counselors to excel in their careers. The series also explores contemporary and professional issues in genetic counseling. The focus of GENC 622 Genetic Counseling III is: advanced genetic counseling skills, professional issues, and building skills for complex case management.
Genetic Counseling I, II, III, and IV represent a series of sequential courses which provide necessary tools for genetic counselors to excel in their careers. The series also explores contemporary and professional issues in genetic counseling. The focus of GENC 623 Genetic Counseling IV is: student supervision, professional development opportunities, abstract development, peer group supervision, professional issues in genetic counseling, and ABGC Board Preparation.
Communication and Interviewing skills teaches foundational counseling and psychosocial skills that will continue to be developed through clinical practicum experiences. The course sets the stage for the “counseling” dynamic of genetic counseling. Students learn strategies for intentional interviewing, active listening, counseling models, as well about topics such as how to effectively read verbal and nonverbal cues. Skills will be practiced through role plays and microskills development.
This course provides an overview of human genetic variation, heritable genetic diseases, and the field of medical genetics. The class explores the diagnostic process, including dysmorphology, syndromology, physical assessment, and differential diagnoses. This course provides the foundational knowledge for general genetics practice. Central principles of genetics will be taught using a combination of disease examples, case studies, student presentations, and presentations from content experts.
Genetics in Medicine II continues our overview of human genetic variation, heritable genetic diseases, and the field of medical genetics. This course provides the foundational knowledge for general genetics practice. Central principles of genetics will be taught using a combination of disease examples, case studies, student presentations, and presentations from content experts.
Primary topics covered in this course include: fundamental principles of cytogenetics, chromosome abnormalities, molecular (DNA) testing including applicability of new laboratory technologies, whole exome/genome sequencing, variant interpretation, test result reporting and nomenclature, the informatics process, lab infrastructure and oversight, and genetic counseling considerations for laboratory testing. The course also instructs students on systematic use of laboratory testing in the diagnostic process for genetic conditions.
This course focuses on genetic counseling for inborn errors of metabolism, many of which are diseases identified by newborn metabolic screening. The course will also cover cystic fibrosis, newborn hearing screening, and hemoglobinopathies, along with other conditions identified by newborn screen. Throughout the semester, students will give case presentations about various metabolic disorders and prepare potential genetic counseling case outlines with regard to the specific disorders. They will be graded on their presentations and outlines as well as on weekly assignments and tests.
The pace of discovery and medical application in the field of cancer genetics has accelerated rapidly in recent years. This course provides its participants with an understanding of the role of genes in acquired, familial, and inherited cancers. After an overview of terminology and statistics, hereditary cancer syndromes are explored by body system paying special attention to the role of genetic counseling and genetic testing. Additionally, the course explores surgical options, cancer treatment, and genomic tumor profiling.
This course will provide students with a modern understanding of embryology, teratology, and prenatal genetics. The first part of the course will serve as an introduction to prenatal care and genetic counseling. Unit one will cover the genetic contribution of infertility and recurrent pregnancy loss and assisted reproductive technologies. The second unit will review normal and abnormal fetal development in combination with teratology. The third unit will cover prenatal screening/diagnosis, the benefits and limitations of prenatal ultrasound, and loss of pregnancy (miscarriage and termination).
Genetics in the Community I and II are to be taken sequentially over two semesters. These courses are intended to give students experience working with community resources, including support groups (local, regional, and national) and rare disease resources. Outside of class time, students will interact with an individual/family impacted by a genetic disease as well as volunteer with community organizations and provide community education/support. Additional topics covered in Genetics in the Community I include: early intervention therapy services / Regional Center, Special Olympics, Make-A-Wish, and Child Protective Services.
Genetics in the Community I and II are to be taken sequentially over two semesters. These courses are intended to give students experience working with support resources (local, regional, and national) and other community resources. Students will interact with an individual/family impacted by a genetic disease and provide community education. Additional topics covered in Genetics in the Community II include: transitional medical care, job placement opportunities for individuals with disabilities, individualized education plans, applying and evaluating patient resources, and presenting in the community.
This course is designed to prepare its students to become educated participants in the issues and debates that surround genomic medicine. The beginning of the course provides an introduction to the histories and theories of biomedical ethics, and explains relevant frameworks and terminology. Using this background knowledge, specific biomedical ethics topics are then explored. These topics are relevant to genetics and include: informed consent, genetic testing of minors, duty to warn, reproductive rights, return of research findings, gene editing, posthumous paternity, and the moral status of embryos. Case Studies are used throughout to encourage discussion and debate.
Research is important to the field of genetic counseling on many levels. It is necessary that genetic counselors ultimately know how to both evaluate other’s research as well as conduct their own. Genetic Counseling Research I provides instruction on critical review of the literature, study design, and developing research questions. In addition to training students to become scholarly genetic professionals, class participants will use the knowledge gained from this class to select a Master’s Graduate Project (required for graduation from the genetic counseling graduate program).
This course builds upon the key principles and knowledge gained in Genetic Counseling Research I, and provides instruction in epidemiology, statistical analysis, human subjects, the IRB application process, funding, and ethics. Students will work on the planning, question design, refinement and details of their selected Master’s Graduate Project throughout the semester, and meet regularly with their project advisor.
Following completion of GENC 670 and 671, students in this course will continue to conduct a research project that contributes to the body of knowledge, or an identifiable need, in the field of genetic counseling. This will be done under the guidance of this instructor and an identified Master’s Graduate Project Advisor, working toward the goal of producing a final research product.
Following completion of GENC 670, 671, and 672 students in this course will continue to analyze and summarize results of their graduate research project, as well as work on a final research product (i.e. publishable manuscript). The semester will culminate with the creation of an academic poster and a 15-minute presentation of their research.
During clinical skills practicum/rotations students develop their genetic counseling skills by participating in both mock and real sessions. First-year students participate in shortened rotations alternating between case role plays, to practice different counseling strategies and styles in order to build confidence, and clinical/lab experiences. The student role in patient cases and within clinical skills role-plays will increase throughout each rotation and have different focuses throughout the year. Students will develop skills consistent with the ACGC Practice Based Competencies.
During clinical skills practicum/rotations students develop their genetic counseling skills by participating in both mock and real sessions. First-year students participate in shortened rotations alternating between case role plays, to practice different counseling strategies and styles in order to build confidence, and clinical/lab experiences. The student role in patient cases and within clinical skills role-plays will increase throughout each rotation and have different focuses throughout the year. Students will develop skills consistent with the ACGC Practice Based Competencies.
In fieldwork rotations, students will practice genetic counseling skills under the supervision of board-certified genetics professionals. Second year genetic counseling students will each participate in five fieldwork rotations, each 8-weeks long. At least three of the rotations are in Prenatal Genetics, Cancer Genetics, and Pediatric Genetics. Remaining rotations may include lab, industry, teratogen, or telehealth general genetics. Students will develop skills consistent with the ACGC Practice Based Competencies.
In fieldwork rotations, students will practice genetic counseling skills under the supervision of board-certified genetics professionals. Second year genetic counseling students will each participate in five fieldwork rotations, each 8-weeks long. At least three of the rotations are in Prenatal Genetics, Cancer Genetics, and Pediatric Genetics. Remaining rotations may include lab, industry, teratogen, or telehealth general genetics. Students will develop skills consistent with the ACGC Practice Based Competencies.