PDF(Pubmed)
Abstract：
As the clinical applications of medical genetics and genomics continue to expand, nongenetics professionals increasingly find themselves in the position of managing patients with genetic conditions. To prepare medical students to handle this future practice demand, it is imperative that they obtain skills and confidence in utilizing credible medical genetics resources to care for patients with genetic conditions. To this end, we developed active learning materials to introduce first-year medical students to these resources.
This approximately 2-hour session targeted first-year medical students (123 students) and combined flipped classroom and small-group collaborative case-based learning models. Students first completed a hands-on preclass exercise, which guided them in navigating the Online Mendelian Inheritance in Man website, and then attended an in-person small-group classroom activity, which provided the opportunity to apply information obtained from credible medical genetics resources to a patient case. At the conclusion of the classroom activity, students voluntarily completed an anonymous survey.
Results of student postsession surveys showed that, regardless of previous exposure to medical genetics resources, this session increased both confidence in skills and future intention to use medical genetics resources.
Since the majority of students were unfamiliar with using specialized medical genetics resources prior to this educational intervention, the session functioned as a practical introduction to these essential resources. We propose that equipping medical students with skills that support inquiry-oriented learning, particularly in the early stage of training, can cultivate the practice of lifelong learning in medical genetics.
This approximately 2-hour session targeted first-year medical students (123 students) and combined flipped classroom and small-group collaborative case-based learning models. Students first completed a hands-on preclass exercise, which guided them in navigating the Online Mendelian Inheritance in Man website, and then attended an in-person small-group classroom activity, which provided the opportunity to apply information obtained from credible medical genetics resources to a patient case. At the conclusion of the classroom activity, students voluntarily completed an anonymous survey.
Results of student postsession surveys showed that, regardless of previous exposure to medical genetics resources, this session increased both confidence in skills and future intention to use medical genetics resources.
Since the majority of students were unfamiliar with using specialized medical genetics resources prior to this educational intervention, the session functioned as a practical introduction to these essential resources. We propose that equipping medical students with skills that support inquiry-oriented learning, particularly in the early stage of training, can cultivate the practice of lifelong learning in medical genetics.
摘要：
随着医学遗传学和基因组学的临床应用不断扩大,非遗传学专业人员越来越多地发现自己处于管理患有遗传疾病的患者的位置。为了培养医学生应对未来的实践需求，他们必须获得技能和信心，利用可靠的医学遗传学资源来照顾患有遗传疾病的患者。为此,我们开发了积极的学习材料，向一年级医学生介绍这些资源。
这个大约2小时的课程针对一年级医学生（123名学生），并结合翻转课堂和小组协作基于案例的学习模式。学生首先完成了动手课前练习，引导他们浏览曼氏在线孟德尔遗产网站，然后参加了一个面对面的小团体课堂活动，这提供了将从可靠的医学遗传学资源中获得的信息应用于患者病例的机会。在课堂活动结束时，学生自愿完成匿名调查。
学生课后调查结果显示，不管以前接触过医学遗传学资源，本次会议增加了对技能和未来使用医学遗传学资源的信心.
由于大多数学生在进行这种教育干预之前不熟悉使用专门的医学遗传学资源，会议是对这些基本资源的实际介绍。我们建议为医学生提供支持探究式学习的技能，特别是在训练的早期阶段，可以培养医学遗传学终身学习的实践。
这个大约2小时的课程针对一年级医学生（123名学生），并结合翻转课堂和小组协作基于案例的学习模式。学生首先完成了动手课前练习，引导他们浏览曼氏在线孟德尔遗产网站，然后参加了一个面对面的小团体课堂活动，这提供了将从可靠的医学遗传学资源中获得的信息应用于患者病例的机会。在课堂活动结束时，学生自愿完成匿名调查。
学生课后调查结果显示，不管以前接触过医学遗传学资源，本次会议增加了对技能和未来使用医学遗传学资源的信心.
由于大多数学生在进行这种教育干预之前不熟悉使用专门的医学遗传学资源，会议是对这些基本资源的实际介绍。我们建议为医学生提供支持探究式学习的技能，特别是在训练的早期阶段，可以培养医学遗传学终身学习的实践。
