Courses

Through a combination of literature reviews, active participation in the General or Specific Genetic Clinics, and 1:1 role-playing, students will be introduced to: consenting for genomic testing, receiving genetic test results, interpreting variants, disclosing results, and the ethical and psychosocial conflicts that arise with genetic testing. Students will actively demonstrate the importance of critical discussions with medical colleagues as well as the importance and sensitivity when conveying results to families. Students will be introduced to the basic concepts and communication skills important in discussing diagnostic results and translating them effectively and discretely to medical colleagues and families.

Course Director: Theodore E. Wilson, MD
Email: theowils@iu.edu
Phone: 317-944-5065
Primary contact for Adds/Drops: Daniel R. Brady, PhD; drbrady@iu.edu
Home campus: Indianapolis
Type of course: On-site

Learning objectives:
By the end of this course, a student will be able to:

1. based on an understanding of normal human structure and function, describe the outcome of altered genetic status in patients and in tumor modifications seen in clinical practice (MK1, MK3)
2. explain methods to establish and maintain respectful relationships with members of the health care team (ISC1)
3. demonstrate respectful dialogue with patients, demonstrating active listening and the use of verbal and non-verbal skills to establish rapport and an effective physician-patient relationship (ISC2)
4. modify communication styles in accordance with the clinical context and purpose of the conversation, demonstrating sensitivity to differences, values, and needs of others, with attention to one’s personal communication style (ISC3)
5. discriminate elements of shared decision making with respect to communication with patients that facilitates their active participation in their health care (ISC4)

Course activities:
Participants will conduct literature reviews in preparation for participation in the General Genetics Clinic or one of the Specialty Clinics with a focus on the psychosocial impact of each case. Students will be asked to provide insight during the discussion of each case. In addition, with the assistance of Clinical Genetics Faculty and Genetic Counselors, students will participate in 1:1 role playing to emphasize the challenges and benefits of good communication with peers and other medical professionals, as well as families. Additional topics outside those provided by the Clinics will be assigned based on the student's clinical genetics area of interest. The elective is designed around 4-weeks. At least two hours per week will be spent in clinics, case management reviews or laboratory rotations. An additional three or more hours per week will be spent on topical research and short writing assignments related to the clinical or laboratory topic.

Estimated time distribution: 25% Clinical; 10% Laboratory or Scholarly Research; 15% Lecture/Seminar; 30% Library/Research; 20% Online 4-week course: at least 2 hours per week will be spent in clinics, case management reviews or laboratory rotations. An additional 3 or more hours per week will be spent on topical research and short writing assignments related to the clinical or laboratory topic.

Assessments:
Student's performance in this elective will be evaluated through shadowing in Clinics (50%); reflection paper(s) (25%); and reading assignments (25%). Faculty will use the Research Evaluation Form.

Prerequisites: Scholarly Concentration enrollment
Interprofessional collaboration: No

The Genomic Medicine Journal Club will provide students further opportunities to appreciate the variety of clinical research and continue practicing their communication skills.

Course Director: Theodore E. Wilson, MD
Email: theowils@iu.edu
Phone: 317-944-5065
Primary contact for Adds/Drops: Daniel R. Brady, PhD; drbrady@iu.edu
Home campus: Indianapolis
Type of course: On-site

Learning objectives:
By the end of this course, a student will be able to:

1. Critically appraise the literature.
2. Develop an approach to the analysis of the various types of articles (diagnosis, prognosis, review etc.) that support evidence-based practice in medicine.
3. Understand the basis of diagnostic testing (prevalence, sensitivity, specificity, positive and negative predictive values, likelihood ratios) and how this impacts clinical practice.
4. Understand how results of a study can be used in clinical practice

Course activities:
Sessions

The Genomic Medicine Journal Club will meet once per month and students are expected to present at least twice by the conclusion of their 3rd year of Medical School. Students may request their presentation day through the Module Director. Each Journal Club meeting will consist of 2 journal article discussions, generally one will be presented by a student and the other by a faculty member. Students will work with their mentor or the Module Director to select an article for review during the meeting. Students may summarize the article with PowerPoint or in a written format to share with fellow participants. (see Journal Club rubric below). Occasionally, at the Module Director’s prerogative, a clinical case or other timely and relevant genetic topic may replace a Faculty member’s journal review.

Online Learning: Students will have a Medical Library consultant to assist in searching and obtaining relevant genetic-based literature.

Estimated time distribution: 50% Research/Scholarly Work; 50% Online

Assessments: Student's performance in this elective will be evaluated through: Attendance 75%; Journal Club Presentation 25%

Prerequisites: Scholarly Concentration enrollment
Interprofessional collaboration: No

Online Case Reviews will illustrate the importance and application of laboratory assessments to the diagnosis and management of genetic disorders.

Course Director: Stephanie Sharpe, MD
Email: scsharpe@iu.edu
Phone: 317-278-1176
Primary contact for Adds/Drops: Daniel R. Brady, PhD; drbrady@iu.edu
Home campus: Indianapolis
Type of course: On-site
Learning objectives:
By the end of this course, a student will be able to:

1. Critically appraise key elements of clinical practice in Genetics from patient presentation through laboratory assessments to understanding the patient’s diagnosis.
2. Analyze genetic conditions with various clinical presentations (including Mendelian inheritance, imprinting, incomplete penetrance, etc.) in the context of evidence-based medicine.
3. Understand the basis of diagnostic testing (prevalence, sensitivity, specificity, positive and negative predictive values, likelihood ratios, copy number variants, variant classification) and how this impacts clinical practice.
4. Apply data from cases in a pedigree analysis to identify possible linkage in family members for follow-up genetic counseling or assessment.
   

Course activities:
Cases
This on-line module will focus on 4 clinical cases that will allow the student to explore key concepts of Genomic Medicine in the 21st Century, e.g., Mendelian inheritance, copy number variants, gene expression, variant classification, pharmacogenomics, personalized medicine gene therapy, etc. As students work through each case, they will respond to questions seeking deeper knowledge through external reading, e.g., the evidence-based literature. For each case, the student will submit a short report addressing the elements listed in the evaluation rubric. Cases will be housed on the Course Canvas site to allow ease of access for students and review by the Module Director to manage timely completion of this module. This module is designed to be completed as the student’s schedule permits during their 2nd and 3rd year of medical school. Students should complete this module by the beginning of their 4th year.

Online Learning
Students will have a Medical Library consultant to assist in searching and obtaining relevant genetic-based literature.

Estimated time distribution: Online Cases 100%

Assessments: Student's performance in this elective will be evaluated through: Completion of 4 on-line clinical cases and submission of a report on each case 100%

Prerequisites: Scholarly Concentration enrollment
Interprofessional collaboration: No

Through a combination of review of the literature and spending a week in the lab participating in technical applications students will be introduced to the importance of specimen collection, communication with laboratory staff and critical interpretation of results in complex medical cases. Students will focus on the Cytogenetics Lab, but will also rotate through the Biochemical Genetics, Pharmacogenomics and Molecular Genetics labs.

Course Director: Amy M. Breman, PhD
Email: abreman@iu.edu
Phone: 317-274-8044
Primary contact for Adds/Drops: Daniel R. Brady, PhD; drbrady@iu.edu
Home campus: Indianapolis
Type of course: On-site

Learning objectives:
By the end of this course, a student will be able to:

1. Learn how laboratories operate, manage patient samples (accessioning) and generate reports.
2. Gain a working knowledge of how to prepare cytogenetic specimens by growing and harvesting peripheral blood cells and preparing a karyotype.
3. Observe methodologies, analysis, and interpretation of prenatal specimens (amniotic fluid, chorionic villus, tissue) and neoplastic specimens (bone marrow and solid tumor).
4. Observe methodology, analysis, and interpretation of molecular cytogenetic testing including FISH and microarray technology.
5. Gain a broad view of clinical laboratory testing in the context of human genetics; know what tests to order for diagnostic cytogenetic evaluation, understand basic technical information necessary for interpretation of results, and understand the role of genetic counseling in diagnosis and communication of test results to the patient or health-care professional.

Course activities:
Laboratory Rotation
Up to 5 students at a time will spend several hours per day in the Cytogenetics Laboratory for one week. During this time, they will also rotate through the Biochemical, Molecular and Pharmacogenomics labs. An education supervisor in the lab works closely with the students during the week-long rotation. The students will learn the conceptual elements of accessioning, sample processing, and analysis of results. These will be accomplished as “shadowing” sessions. In addition, students will process and analyze a karyotype sample. Students will read relevant texts and literature to prepare them for what they will observe during the week. Additional reading materials to supplement specific lab processes may be assigned as pre-reading for the next day. Students will provide a review of their week in the labs (a reflection paper), identifying what they learned, review specific lab results in the context of the clinical condition, and how their new knowledge applies in their perception of the practice of medicine.

Online Learning
Students will be given, or select, specific genetic disorders to explore before and during their lab rotation.

Estimated time distribution: 100% Laboratory or Scholarly Research1 week in July 2020; 1 week in December 2020

Assessments:Student's performance in this elective will be evaluated through: Attendance 50%; Laboratory Reflection Paper 50%

Prerequisites: Scholarly Concentration enrollment
Interprofessional collaboration: No