Abstract
Purpose
A biochemical genetics laboratory rotation is required for multiple genetics training
programs. Traditionally, this rotation has been observational with experience being
dependent upon cases released and availability of laboratory director(s), resulting
in inconsistent learning opportunities. This curriculum was created to standardize
the learning experience.
Methods
The revised rotation provides multiple teaching modalities including small group didactic
sessions (flipped classroom model), case-based sessions, and hands-on laboratory experience.
Trainees prepare a presentation (learning by teaching) and discuss the differential
diagnosis, metabolic pathway, newborn screening, treatment, and molecular characteristics
of the gene(s) implicated. Learner assessment is performed using pre- and post-tests,
learner evaluations, and instructor feedback.
Results
Pre- and post-test scores were significantly different (P < .001) for learners from all programs. Participants found the course to be effective,
increased their learning, and allowed them to interact with metabolic testing results
in helpful ways. Faculty appreciated the use of prerecorded lectures and additional
time for in-depth teaching on interesting cases.
Conclusion
The revised rotation has been well received by trainees and faculty. Interaction of
learners with the laboratory staff was optimized by ensuring all parties were prepared
to teach and learn. Future directions include expanding the program to include remote learners from other
centers.
Graphical abstract
Graphical Abstract
Keywords
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Article info
Publication history
Published online: December 09, 2022
Accepted:
November 10,
2022
Received in revised form:
November 8,
2022
Received:
August 4,
2022
Publication stage
In Press Corrected ProofIdentification
Copyright
© 2022 American College of Medical Genetics and Genomics. Published by Elsevier Inc. All rights reserved.
