Genetics teaching for non-geneticist health care professionals in the UK.
OBJECTIVE
It was the aim of this study to describe the structure and content of training in genetics for non-genetics specialist health care professionals in the UK.


METHODS
Data were collected by assessment of published syllabi and curricula and through contact with educational leads at responsible organisations.


RESULTS
Twenty-six universities, 7 Royal Colleges and various intercollegiate boards and committees are involved in the provision of medical education at various levels, in addition to institutions offering nursing and/or midwifery training. Genetics is taught in variable formats, quantities and contents, and although some institutions are moving to adopt minimum competencies in genetics, this is by no means widespread.


CONCLUSIONS
Given the wide number of stakeholders in the field, consensus competencies seem most likely to advance practice, and thus, phase II of the GenEd project will survey professionals to ascertain their priorities for genetic education.
Challen
Kirsty
K
GenEd Coordinating Centre, University of Manchester, Manchester, UK. kirstychallen@hotmail.com
Harris
Hilary
H
Benjamin
Caroline M
CM
Harris
Rodney
R
D001363:Awards and Prizes; D003152:Community Health Nursing / Q000193:education; D004501:Education, Medical; D004502:Education, Medical, Continuing; D004503:Education, Medical, Graduate; D004504:Education, Medical, Undergraduate; D004506:Education, Nursing; D004512:Education, Pharmacy; D005823:Genetics / Q000193:education*; D006282:Health Personnel / Q000193:education*; D006801:Humans; D008880:Midwifery / Q000193:education; D026761:Physical Therapy Specialty / Q000193:education; D011871:Radiology / Q000193:education; D013038:Specialization; D013663:Teaching / Q000379:methods*; D006113:United Kingdom