ELSI Framework
From Clinicaltools.com
Contents |
Key Details
- WWW-Based Genetics Curriculum for Medical Students
- PI: T. Bradley Tanner, MD
- Grant R25-HG02266
- Phase III
Need
Basic medical genetics is generally addressed in medical-school curricula; however, the ethical, legal, and social implications of medical genetics are difficult to teach in a lecture-hall setting.
Vision
Every medical school will use the ELSI courses to supplement their current curriculum on genetics and genetic testing.
Mission
To provide a web based solution for medical school who want to provide their students with the knowledge of the ELSI of medical genetics.
Target Audience
Medical students
Constraints
1. Contacted all schools previously to market curriculum with only moderate response.
2. Website must be kept up to date because of the rapidly changing science.
3. Videos break frequently.
4. Data schedules are more frequent.
Strengths
1. Medical schools that have participated have continued interested.
2. Curriculum has up to date content, and video of real patients relating experiences.
Goal
To teach medical students about the ethical, legal and social issues related to genetics, especially genetic testing and counseling.
Objectives
1. Keep up to date content in all the courses.
2. Market the product to other medical schools across the world.
3. Develop a definite pricing scale.
4. Develop a feature for group leaders that allows them to access their own group data.
Implementation
- We have continued contracts for the 2008/2009 school year with the University of Arkansas for Medical Sciences and the University of Kansas Medical Center.
Time Line
October 2008:
- Oct.26th KUMC cumulative data due
- Oct. 27th UAMS Rotation data due
November 2008:
- Nov. 24th UAMS Rotation data due
December 2008:
- Dec. 22nd UAMS Rotation data due
Findings
The evaluation reviewed which topic areas were in most demand by medical school faculty, and the overall effectiveness of the modules. Modules with case studies and clear clinical applications were well received by students and faculty alike; whereas more research focused modules were determined to be less relevant to medical students. Effectiveness was assessed using pre/post tests of knowledge, and retrospective surveys of attitude, self-efficacy, and intended behavior. Data from 1765 medical students from 8 schools showed a statistically significant effect on knowledge, attitude, intended behavior and self-efficacy related to genetic testing. Average knowledge scores for all the courses combined were 53.83% correct pre-test and 70.4% correct post-test. We also implemented a virtual standardized patient assessment protocol and found that students had the necessary hardware and software to complete text as well as audio/video chat sessions. Qualitatively, they expressed interest in this type of assessment and a desire to use it in future coursework.
Alternative Solutions
New Ideas
We need to reestablish partnerships with medical schools who used our curriculum during Phase 2 of the project.
Communication
Future marketing may include ads in relevant journals.
- Practicing Physicians
- Medical Students
- Alcohol
- Buprenorphine
- MS Pain and Addiction
- ELSI of Genetics (ELSI = Ethical, Legal and Social Implications)
Consumers
Intermediaries
Health Researchers
