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LESSON 3: Exploring Genetic Testing: A Case Study

LESSON 3: Exploring Genetic Testing: A Case Study. PowerPoint slides to accompany Using Bioinformatics: Genetic Testing.

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LESSON 3: Exploring Genetic Testing: A Case Study

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  1. LESSON 3: Exploring Genetic Testing: A Case Study PowerPoint slides to accompany Using Bioinformatics: Genetic Testing Chowning, J., Kovarik, D., Grisworld, J., Porter, S., Spitze, J., Farris, C., and K. Petersen.  Using Bioinformatics: Genetic Testing . Published Online April 2012. figshare. http://dx.doi.org/10.6084/m9.figshare.936566

  2. GENETIC COUNSELORROBIN BENNETT, MS Place of Employment: University of Washington Specialties: Huntington’s disease, neurogenetics, cancer genetics, genetic family history, and ethical issues in genetic counseling and genetic testing “I feel privileged to be a part in some small way with each of my patients and that hopefully I have helped them with some difficult decisions and with making choices that work for them within their belief systems.”

  3. BIOETHICAL PRINCIPLES • Respect for Persons • Respecting the inherent worth of an individual and his or her autonomy • Maximize Benefits/Minimize Harm • Beneficence/Nonmaleficence • The most good for the most people • Justice • Being fair; giving what is “owed” or “due” • Distributing benefits/burdens equitably across a group of individuals

  4. STRUCTURED ACADEMIC CONTROVERSY • Should Deb Lawler have BRCA genetics testing? • Read background position statements • Pair “FOR” presents, Pair “AGAINST” listens • Pair “AGAINST” asks CLARIFYING questions only • Pair “AGAINST” paraphrases “FOR” • Pair “AGAINST” presents, Pair “FOR” listens • Pair “FOR” asks CLARIFYING questions only • Pair “FOR” paraphrases “AGAINST” • Students drop their assigned roles and discuss possible solutions. • Students take turns stating their own positions. • Students clarify areas of agreement and disagreement.

  5. STRUCTURED ACADEMIC CONTROVERSY • Should Deb Lawler have BRCA genetics testing? • Groups of four students subdivide into two groups of two • Two students are “FOR” and two students are “AGAINST”

  6. STRUCTURED ACADEMIC CONTROVERSY • Should Deb Lawler have BRCA genetics testing? • Read background position statements

  7. STRUCTURED ACADEMIC CONTROVERSY • Should Deb Lawler have BRCA genetics testing? • Pair “FOR” presents their three main arguments • Pair “AGAINST” listens and takes notes

  8. STRUCTURED ACADEMIC CONTROVERSY • Should Deb Lawler have BRCA genetics testing? • Pair “AGAINST” asks CLARIFYING questions only (no discussion)

  9. STRUCTURED ACADEMIC CONTROVERSY • Should Deb Lawler have BRCA genetics testing? • Pair “AGAINST” paraphrases “FOR” (members of Pair “AGAINST” • take turns restating the main points back) • Pair “FOR” corrects any misunderstandings

  10. STRUCTURED ACADEMIC CONTROVERSY • Should Deb Lawler have BRCA genetics testing? • Pair “AGAINST” presents their three main arguments • Pair “FOR” listens and takes notes

  11. STRUCTURED ACADEMIC CONTROVERSY • Should Deb Lawler have BRCA genetics testing? • Pair “FOR” asks CLARIFYING questions only (no discussion)

  12. STRUCTURED ACADEMIC CONTROVERSY • Should Deb Lawler have BRCA genetics testing? • Pair “FOR” paraphrases “AGAINST” (members of Pair “FOR” • take turns restating the main points back) • Pair “AGAINST” corrects any misunderstandings

  13. STRUCTURED ACADEMIC CONTROVERSY • Should Deb Lawler have BRCA genetics testing? • Students drop their assigned roles and discuss possible solutions. • Students take turns stating their own positions. • Students clarify areas of agreement and disagreement.

  14. GENETIC COUNSELORROBIN BENNETT, MS Place of Employment: University of Washington Specialties: Huntington’s disease, neurogenetics, cancer genetics, genetic family history, and ethical issues in genetic counseling and genetic testing “I feel privileged to be a part in some small way with each of my patients and that hopefully I have helped them with some difficult decisions and with making choices that work for them within their belief systems.”

  15. CAREERS IN SPOTLIGHT:GENETIC COUNSELOR • What do they do? • Review a patient’s medical and family history. • Advise patients and their families about the benefits and consequences of genetic testing, and about the nature of genetic disorders. • Offer counseling consistent with the patient’s belief system. • What kind of training is involved? • Bachelor’s degree and a two to three year Master’s degree. • What is a typical salary for a Genetic Counselor? • Start at $60,000/year ($29/hour), and may make up to $120,000/year • ($58/hour).

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