Teaching resources for genetics

Pluripotency of a founding field: rebranding developmental biology

The field of developmental biology has declined in prominence in recent decades, with off-shoots from the field becoming more fashionable and highly funded. This has created inequity in discovery and opportunity, partly due to the perception that the field is antiquated or not cutting edge. A 'think tank' of scientists from multiple developmental biology-related disciplines came together to define specific challenges in the field that may have inhibited innovation, and to provide tangible solutions to some of the issues facing developmental biology. The community suggestions include a call to the community to help 'rebrand' the field, alongside proposals for additional funding apparatuses, frameworks for interdisciplinary innovative collaborations, pedagogical access, improved science communication, increased diversity and inclusion, and equity of resources to provide maximal impact to the community.

An F2 Barley Population as a Tool for Teaching Mendelian Genetics

In the context of a general genetics course, mathematical descriptions of Mendelian inheritance and population genetics are sometimes discouraging and students often have serious misconceptions. Innovative strategies in expositive classes can clearly encourage student’s motivation and participation, but laboratories and practical classes are generally the students’ favourite academic activities. The design of lab practices focused on learning abstract concepts such as genetic interaction, genetic linkage, genetic recombination, gene mapping, or molecular markers is a complex task that requires suitable segregant materials. The optimal population for pedagogical purposes is an F₂ population, which is extremely useful not only in explaining different key concepts of genetics (as dominance, epistasis, and linkage) but also in introducing additional curricular tools, particularly concerning statistical analysis. Among various model organisms available, barley possesses several unique features for demonstrating genetic principles. Therefore, we generated a barley F₂ population from the parental lines of the Oregon Wolfe Barley collection. The objective of this work is to present this F₂ population as a model to teach Mendelian genetics in a medium–high-level genetics course. We provide an exhaustive phenotypic and genotypic description of this plant material that, together with a description of the specific methodologies and practical exercises, can be helpful for transferring our fruitful experience to anyone interested in implementing this educational resource in his/her teaching.

Ensuring Best Practice in Genomic Education and Evaluation: A Program Logic Approach

Targeted genomic education and training of professionals have been identified as core components of strategies and implementation plans for the use of genomics in health care systems. Education needs to be effective and support the sustained and appropriate use of genomics in health care. Evaluation of education programs to identify effectiveness is challenging. Furthermore, those responsible for development and delivery are not necessarily trained in education and/or evaluation. Program logic models have been used to support the development and evaluation of education programs by articulating a logical explanation as to how a program intends to produce the desired outcomes. These are highly relevant to genomic education programs, but do not appear to have been widely used to date. To assist those developing and evaluating genomic education programs, and as a first step towards enabling identification of effective genomic education approaches, we developed a consensus program logic model for genomic education. We drew on existing literature and a co-design process with 24 international genomic education and evaluation experts to develop the model. The general applicability of the model to the development of programs was tested by program convenors across four diverse settings. Conveners reported on the utility and relevance of the logic model across development, delivery and evaluation. As a whole, their feedback suggests that the model is flexible and adaptive across university award programs, competency development and continuing professional development activities. We discuss this program logic model as a potential best practice mechanism for developing genomic education, and to support development of an evaluation framework and consistent standards to evaluate and report genomic education program outcomes and impacts.

DNA Re-EvolutioN: a game for learning molecular genetics and evolution

Evolution is a main concept in biology, but not many students understand how it works. In this article we introduce the game DNA Re-EvolutioN as an active learning tool that uses genetic concepts (DNA structure, transcription and translation, mutations, natural selection, etc.) as playing rules. Students will learn about molecular evolution while playing a game that mixes up theory and entertainment. The game can be easily adapted to different educational levels. The main goal of this play is to arrive at the end of the game with the longest protein. Students play with pawns and dices, a board containing hypothetical events (mutations, selection) that happen to molecules, "Evolution cards" with indications for DNA mutations, prototypes of a DNA and a mRNA chain with colored "nucleotides" (plasticine balls), and small pieces simulating t-RNA with aminoacids that will serve to construct a "protein" based on the DNA chain. Students will understand how changes in DNA affect the final protein product and may be subjected to positive or negative selection, using a didactic tool funnier than classical theory lectures and easier than molecular laboratory experiments: a flexible and feasible game to learn and enjoy molecular evolution at no-cost. The game was tested by majors and non-majors in genetics from 13 different countries and evaluated with pre- and post-tests obtaining very positive results.

Genomic education resources for nursing faculty

PURPOSE

The increasing recognition regarding the relevance of genomics across the scope of nursing healthcare practice has resulted in the drive to integrate appropriate genomic knowledge and skills into nurse education and training. In this final article of the series Genetics-Genomics and Nursing Education, we will look at genetic and genomic education resources and the factors that influence both their creation and use.

ORGANIZING CONSTRUCT

In considering nurse education from faculty and student perspectives, four identified areas of need have been used as the organizing constructs: guidance (what should be taught and at what level of complexity); support and training; access to genetics professionals and service users; and quality resources. This paper sets out to address the following points: (a) why there is a need for quality genomics education resources to support nurse education; (b) what is required from a resource to make it "useful" for the user; and (c) how the quality and impact of a resource can be measured. While not exhaustive, information is provided to a number of globally accessible resources, along with detailed descriptions of selected teaching or learning tools. Strategies for evaluating the suitability of a resource and suggestions on how genomic resources can be used within nurse education are provided.

CONCLUSIONS

The use of clinically relevant resources that link theory to professional practice and which meet predefined learning outcomes and practice indicators for nurse education and training will facilitate the integration of genomics into curricula by nurse faculty.

CLINICAL RELEVANCE

Providing clinically meaningful education and training in genomics is central to enabling every nurse to develop the appropriate knowledge and skills in genomics in order to provide optimum care to individuals and families now, and to facilitate the integration of new information and technology as it becomes available across mainstream healthcare services.

Public understanding of risks from gene-environment interaction in common diseases: implications for public communications

BACKGROUND/AIMS

Public understanding of the relationship between health behaviors and genes is likely to affect the motivational impact of learning information about one's own genes. Extant research has featured difficulty measuring public understandings of this relationship. This essay explores public understanding of the relationship between genes and behavior, especially with regard to the mathematical relationships to risk concept. It contributes a psychometrically valid scale for measuring beliefs about gene- behavior relationships.

METHODS

Three population representative surveys (n = 633, 658, 1,218) were conducted using the Knowledge Networks panel platform.

RESULTS

Interpretations of risk vary depending on whether genes and behavior are conceived of as health-damaging (loss frame) or health-protecting (gain frame). In the loss frame, the majority of the population adopts an additive model of the relationship with approximately one-third adopting an amplificative model. In the gain frame, beliefs are divided roughly equally among additive, amplificative and sub-additive models. Scores on the nonmathematically based scale indicate higher belief in the existence of interaction than scores on the more concrete question format.

CONCLUSIONS

The existence of different interpretations of gene-behavior relationships based on gain/loss frame and abstract/concrete modes indicates the need to select frame and mode carefully in both teaching and research. Research is needed to identify optimal configurations for teaching and presenting this relatively complex material.

[A study on origin of genetic ethics problem and countermeasure]

The genetic ethical problem is one of problems which are the most disputable or difficult to resolve perfectly in the fields of life science. In these years the research for the problems is being concentrated on the types of genetic ethical problem and the ways to resolve them. But the systematic research for origin of genetic ethical problem is rare to be known. Thus it seems to be short of theoretical support to bring forward corresponding countermeasure. In this paper we focus on the evolving germ of genetic ethical problem and its evolving rule from the twofold views of human biological evolution and cultural evolution. A human being is a double offspring with biological evolution and cultural evolution . And he is a species which has both biological and cultural attribute on the earth. Through comparing and studying human biological evolution , cultural evolution, and characteristics of both biological attribute and cultural attribute, we bring forward a viewpoint that all ethical problems originate from a conflict originating from interplay of human biological evolution and cultural evolution. We intend to seek for the gist of theory and practice in order to research for genetic ethical problem and put forward some corresponding countermeasures. At the same time we'll advance a series of corresponding countermeasures of genetic ethical problem. The final aim in the paper is that not only some of our opinions will be admitted, but also through learning and understanding genetic ethical problem and its origin, the decision-makers and investigators in genetics field will be promoted to have more sense of fate and responsibility , so that the average public are able to misunderstand less and understand more for studying and genetics applying. We all work hard for genetics career to make it in healthy and continuing development and give a lot of happiness to human beings.

A model for the development of genetics education programs for health professionals

PURPOSE

The need for education programs to facilitate the integration of genetics into health practice is well recognized. The inclusion of education as an aspect of genetics policy and the establishment of national bodies for genetics education extend program development beyond ad hoc programs conducted by individual practitioners. A framework for the development of an effective program is required that has a strong theoretic basis and incorporates rigorous evaluation.

METHODS

Relevant aspects of three theories that can inform genetics education programs are described: program logic modeling, adult learning theory, and evaluation theory. These are drawn on to develop a framework for the development and implementation of genetics education programs for health professionals and concurrent evaluation.

RESULTS

The utility of the framework is demonstrated in the development and implementation of "The Genetics File" program, a multifaceted program for general practitioners, comprising an enduring print resource and interactive workshop. The evaluation strategy developed is also documented.

CONCLUSIONS

Program logic, adult learning theory, and evaluation theory together provide a useful and relevant theoretic framework for the development of genetics education programs for health professionals.

Blackboard electrophoresis: An Inexpensive Exercise on the Principles of DNA Restriction Analysis

Undergraduates with little training on molecular biology may find the technical level of the typical introductory restriction laboratory too challenging and have problems with mastering the underlying concepts and processes. Blackboard electrophoresis is an active learning exercise, which focuses student attention on the sequences and principles of DNA restriction. Students convert short strings of letters of A, C, G, and Ts into blackboard electrophoresis profiles analogous to gel electrophoresis of restriction digests. Students work in teams to i) invent short strings of letters representing polynucleotides; ii) identify and count the number of specific restriction sequences in each string; iii) fractionate the strings in restriction fragments and count their size; and iv) predict blackboard electrophoretic patterns in which fragments are represented by sizes. The exercise is inexpensive, since it does not require laboratory equipment or supplies and accommodates a plethora of introductory contexts that can be explored to bring in relevance to students. The exercise has been used with high school and university audiences with very positive outcomes. Blackboard electrophoresis is a valuable complement or alternative to other instructional approaches to teach restriction analysis and DNA diversity.

Hormone-mediated gene regulation and bioinformatics: learning one from the other

The ability to manage the constantly growing clinically relevant information in genetics available on the internet is becoming crucial in medical practice. Therefore, training students in teaching environments that develop bioinformatics skills is a particular challenge to medical schools. We present here an instructional approach that potentiates learning of hormone/vitamin mechanisms of action in gene regulation with the acquisition and practice of bioinformatics skills. The activity is integrated within the study of the Endocrine System module. Given a nucleotide sequence of a hormone or vitamin-response element, students use internet databases and tools to find the gene to which it belongs. Subsequently, students search how the corresponding hormone/vitamin influences the expression of that particular gene and how a dysfunctional interaction might cause disease. This activity was presented for four consecutive years to cohorts of 50–60 students/year enrolled in the 2^nd year of the medical degree. 90% of the students developed a better understanding of the usefulness of bioinformatics and 98% intend to use web-based resources in the future. Since hormones and vitamins regulate genes of all body organ systems, this activity successfully integrates the whole body physiology of the medical curriculum.

Characterization of human genetics courses for nonbiology majors in U.S. colleges and universities

We characterized college human genetics courses for nonscience majors (NSM) by 1) determining the number of U.S. institutions offering courses and the number of students taking them; and 2) surveying course instructors on course demographics, content, materials, and pedagogies. Between 2002 and 2004, an estimated 480 institutions of higher education (15.2%) offered a course: 8.4% of 1667 associate colleges, 16.1% of baccalaureate institutions, 25.3% of master's institutions, and 32.9% of doctoral institutions. This indicates a need to increase access to genetics education in 2-yr colleges. Based on instructor responses, approximately 32,000-37,000 students annually complete an NSM human genetics course out of approximately 1.9 million students earning a college degree each year (2.0%). Regarding course content, instructors consistently rated many concepts significantly higher in importance than the emphasis placed on those concepts in their courses. Although time could be a factor, instructors need guidance in the integration of the various concepts into their courses. Considering only 30.2% of the instructors were reportedly trained in genetics (another 25.4% in molecular and cellular biology) and the small fraction of students completing NSM human genetics courses, these results demonstrate the need for increasing the availability of these courses in undergraduate institutions of higher education, and particularly at 2-yr colleges.

Integrating molecular biology into the veterinary curriculum

The modern discipline of molecular biology is gaining increasing relevance in the field of veterinary medicine. This trend must be reflected in the curriculum if veterinarians are to capitalize on opportunities arising from this field and direct its development toward their own goals as a profession. This review outlines current applications of molecular-based technologies that are relevant to the veterinary profession. In addition, the current techniques and technologies employed within the field of molecular biology are discussed. Difficulties associated with teaching a subject such as molecular biology within a veterinary curriculum can be alleviated by effectively integrating molecular topics throughout the curriculum, pitching the subject at an appropriate depth, and employing varied teaching methods throughout.

Defining the spectrum of genome policy

Many achievements in the genome sciences have been facilitated by policies that have prioritized genome research, secured funding and raised public and health-professional awareness. Such policies should address ethical, legal and social concerns, and are as important to the scientific and commercial development of the field as the science itself. On occasion, policy issues take precedence over science, particularly when impasses are encountered or when public health or money is at stake. Here we discuss the spectrum of current issues and debates in genome policy, and how to actively engage all affected stakeholders to promote effective policy making.