Educational Theories and Techniques for Genetic Counselors

Erscheinungsjahr 2025
ISBN: 978-0-19-774925-8
Verlag: Oxford University Press

Buch, Englisch, 536 Seiten, Format (B × H): 135 mm x 198 mm, Gewicht: 567 g

Educational Theories and Techniques for Genetic Counselors provides an overview of central aspects of effective education by and for genetic counselors, beginning with insights from the general and genetic counseling education literature and moving through a survey of the structure and function of genetic counselor education in North America.

In the opening two sections, Bonnie Baty and Claire Davis take a critical look at genetic counseling graduate programs, the contextual factors that shape the way education is offered, recruitment, admissions, and student support practices, the instructional framework and its components and teaching techniques, as well as intentional efforts to integrate these, the evaluative procedures for student learning, and processes of ongoing program evolution. The third section covers the continuous and increasingly self-directed learning that genetic counselors employ throughout their careers to sustain and expand their competence. The book concludes by considering genetic counselors' roles as educators of others, including their colleagues, clients, and communities, because education is an essential competency in all genetic counseling settings.

Throughout the book, educational theories are coupled with practical techniques for designing and delivering education programs, and readers are invited to apply the book's content to their own educational experiences through a series of thought-provoking reflective questions and 76 practice-based examples from contributors across North America.

Autoren/Hrsg.

Baty, Bonnie Jeanne

Davis, Claire

Inhaltsverzeichnis

- Introduction to Genetic Counselor Education

- A

- Educational Literature

- A.1

- General educational theories and models

- A.1.1

- Program planning

- A.1.2

- Adult learning theories

- A.1.3

- Competency-based education

- A.1.4

- Staged self-directed learning model

- A.1.5

- Student partnership theory

- A.2

- Educational methods in genetic counseling

- A.2.1

- Previous genetic counselor educational literature

- A.2.2

- Genetic counselor educational study: Commonalities and contrasts: North American program directors' perspectives

- B

- Genetic Counselor Master's Programs

- B.1

- Planning and Developing a Genetic Counselor Master's Program

- B.1.1

- Capitalizing on local strengths

- B.1.2

- Actualizing program goals

- B.1.3

- Diversity, equity, inclusion - philosophical framework and program planning

- B.1.4

- Administrative structure

- B.1.5

- Sequencing of program elements

- B.1.6

- Curriculum mapping

- B.1.7

- Distance education

- B.1.8

- Regulatory structure and its effect on training genetic counselors

- B.2

- Recruitment, Admissions, and Student Support

- B.2.1

- Fostering growth and diversity: Alignment of admissions standards and goals

- B.2.2

- Recruitment

- B.2.3

- Admissions

- B2.4

- Supporting students

- B.3

- Instructional Framework

- B.3.1

- Components: Courses

- B.3.2

- Components: Fieldwork

- B.3.3

- Components: Research

- B.3.4

- Components: Additional activities

- B.3.5

- Teaching techniques: Discussion

- B.3.6

- Teaching techniques: Role plays

- B.3.7

- Teaching techniques: Simulation

- B.4

- Integration across the Curriculum

- B.4.1

- Structural integration of program components

- B.4.2

- Integration of ethical orientations

- B.4.3

- Integrative developmental processes

- B.4.4

- Integrating theories and practice

- B.5

- Student Evaluation

- B.5.1

- General evaluation considerations

- B.5.2

- Fieldwork evaluation

- B.5.3

- Evaluation by examination

- B.5.4

- Assignments and projects

- B.5.5

- Remediation

- B.5.6

- Assessing overall competence

- B.6

- Continuous Program Evolution

- B.6.1

- General philosophy

- B.6.2

- Student feedback

- B.6.3

- Evolving curricular concepts

- B.6.4

- Faculty development

- B.6.5

- Program administration

- B.6.6

- Program evaluation

- B.6.7

- Negotiating change

- C

- Continuing Professional Learning

- C.1

- Lifelong learning

- C.2

- Maintaining and expanding competence across a career

- C.3

- Model of advanced training for Certified Genetic Counselors

- C.4

- Reflective practice

- C.5

- Communities of practice

- C.6

- Authentic professional learning

- C.7

- Learning through contribution

- C.7.1

- Publication of research and practice strategies

- C.7.2

- Teaching and supervision

- C.7.3

- Learning through collaboration

- C.7.4

- Examples of collaborations and partnerships

- D

- Education Provided by Genetic Counselors

- D.1

- Why and how do genetic counselors learn to provide education?

- D.2

- General teaching strategies

- D.3

- Teaching health practitioners

- D.4

- Teaching clients

- D.5

- Teaching for the public

- Epilogue: Arriving

Über Autor(innen)

Bonnie Jeanne Baty is Professor Emerita in Pediatrics, Program Director Emerita for the Graduate Program in Genetic Counseling, and has provided clinical genetic counseling at the University of Utah for over 35 years. She served on the American Board of Genetic Counseling and has authored numerous peer-reviewed journal articles and book chapters. She was awarded the National Society of Genetic Counselors Natalie Weissberger Paul National Achievement Award and the University of Utah Distinguished Teaching Award. She currently teaches genetic counseling students, conducts research in genetic counseling education and professional development, and is a series editor for Oxford University Press.

Claire Davis is a genetic counselor educator who has contributed to the learning, growth, and development of genetic counselors for 15 years. She has served as a graduate program director, course director, clinical supervisor, thesis advisor, simulation facilitator, student mentor, committee volunteer, and

peer learning participant. She is particularly fond of teaching, as reflected in her zeal for designing courses in GC skill development, evidence-based practice, and health humanities. She also enjoys building varied learning processes that encourage genetic counselors, educators, and allied healthcare practitioners to reflect on and further their own learning and work.