Preparing the genetic counseling workforce for the future in Australasia.
education
genetic counseling
genetic counselors
workforce
Journal
Journal of genetic counseling
ISSN: 1573-3599
Titre abrégé: J Genet Couns
Pays: United States
ID NLM: 9206865
Informations de publication
Date de publication:
02 2021
02 2021
Historique:
received:
06
07
2019
revised:
30
09
2020
accepted:
09
10
2020
pubmed:
11
11
2020
medline:
16
10
2021
entrez:
10
11
2020
Statut:
ppublish
Résumé
Current genetic counseling students will graduate into a workforce involving more opportunities, diversity, and uncertainty than any previous generation. Preparing the future genetic counseling workforce is a dynamic challenge, both for the profession and for educators. The dominance of the medical model in the state funded Australian healthcare system creates a power imbalance between doctors and other health professionals. As a result, professional regulation to protect the public from harm in line with the United States, the UK, and Canada only became mandatory in 2019. Professional regulation has the additional benefit of enhancing professional standing and autonomy, enabling genetic counselors to help shape the future of genetic health care in Australia and New Zealand. Within this rapidly evolving environment, we are establishing a new Masters' program and building a discipline of genetic counseling, working alongside other allied health professionals. Our program involves synchronous and asynchronous learning, greater accessibility, flexibility and, as we have learned in 2020, reduction in disruption during a global pandemic. In this program, we foreground the inherent knowledge, skills, and values of genetic counseling, shifting the focus from provision of genetic and genomic tests, to educating competent, person-centered, research enabled and culturally safe genetic counselors. As educators, we have a responsibility to prepare students to embrace the uncertainties, challenges, and potential of the genomic era, to seize the many possibilities that lie ahead, and to expand their thinking and vision. We ask our students to be courageous, to step into a deep exploration of their own identity, beliefs, understanding, and experiences of oppression, power, and privilege. We are pushing boundaries, and challenging ourselves and our students to remain always open to possibilities. Equipping students with open eyes and listening ears may be the single most important thing we can do to prepare the genetic counseling workforce of the future to provide the best possible care.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
55-60Informations de copyright
© 2020 National Society of Genetic Counselors.
Références
Anderson, I., Robson, B., Connolly, M., Al-Yaman, F., Bjertness, E., King, A., Tynan, M., Madden, R., Bang, A., Coimbra, C. E. A., Pesantes, M. A., Amigo, H., Andronov, S., Armien, B., Obando, D. A., Axelsson, P., Bhatti, Z. S., Bhutta, Z. A., Bjerregaard, P., Bjertness, M. B., … Yap, L. (2016). Indigenous and tribal peoples' health (the Lancet -Lowitja institute global collaboration): A population study. The Lancet, 388(10040), 131-157. https://doi.org/10.1016/S0140-6736(16)00345-7
Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces: A new why to frame dialogue around diversity and social justice. In L. Landreman (Ed.), The art of effective facilitation, (pp.135-150). Sylus Publishing.
Australian Council of Social Service (ACOSS) (2018). Inequality in Australia 2018. Retrieved from https://www.acoss.org.au/wp-content/uploads/2018/07/Inequality-in-Australia-2018.pdf accessed on 29 June 2020.
Australian Government, Department of Health (2020). Genomics Health Futures Mission. Retrieved from https://www.health.gov.au/initiatives-and- programs/genomics-health-futures-mission accessed on 17 June 2020.
Bate, P., & Robert, G. (2006) Experience-based design: From redesigning the system around the patient to co-designing services with the patient. Quality & Safety in Health Care, 15, 307-310. https://doi.org/10.1136/qshc.2005.016527
Beddoe, L., & Davys, A. (2016). Challenges in professional supervision: Current themes and models for practice. Jessica Kingsley Publishers. ISBN-10: 1849054657.
Biesecker, B. B., & Peters, K. F. (2001). Process studies in genetic counseling: Peering into the black box. American Journal of Medical Genetics, 106(3), 191-219. https://doi.org/10.1002/ajmg.10004
Biesecker, B. B., Peters, K. F., & Resta, R. (2019). Advanced genetic counseling. Theory and practice. Oxford University Press.
Biesta, G. J. (2015). Beautiful risk of education. Routledge.
Bronfenbrenner, U. (1996). The ecology of human development experiments by nature and design. Harvard University Press.
Cook, E. P. (2012). Understanding people in context: The ecological perspective in counseling. American Counseling Association.
Cook-Sather, A. (2016). Creating brave spaces within and through student-faculty pedagogical partnerships. Teaching and Learning Together in Higher Education, 18, 1-5. http://repository.brynmawr.edu/tlthe/vol1/iss18/1.
Curtis, E., Jones, R., Tipene-Leach, D., Walker, C., Loring, B., Paine, S.-J., & Reid, P. (2019). Why cultural safety rather than cultural competency is required to achieve health equity: A literature review and recommended definition. International Journal for Equity in Health, 18, 174. https://doi.org/10.1186/s12939-019-1082-3
Flensner, K. K., & Von der Lippe, M. (2019). Being safe from what and safe for whom? A critical discussion of the conceptual metaphor of ‘safe space’. Intercultural Education, 30(3), 275-288. https://doi.org/10.1080/14675986.2019.1540102
Genomics Aotearoa (2020) Retrieved from https://www.genomics-aotearoa.org.nz/ accessed on 3 March 2020
Human Genetics Society of Australasia (HGSA) (2019a). Competency Standards for Genetic Counsellors. Retrieved from https://www.hgsa.org.au/documents/item/10550 accessed on 7 June 2020
Human Genetics Society of Australasia (HGSA), (2019b) Genetic Counsellor Training, Certification and Regulation in Australia and New Zealand. Retrieved from https://www.hgsa.org.au/resources/genetic-counselling accessed on 3 March 2020
Jacobs, C., Russell-Williams, S., & McEwen, A. (2019). Making it real: Students’ experiences of simulation in the first week of genetic counselling education. Twin Research and Human Genetics, 22, 393. https://doi.org/10.1017/thg.2019.81
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Martin, K., & Mirraboopa, B. (2003). Ways of knowing, being and doing: A theoretical framework and methods for indigenous and indigenist re-search. Journal of Australian Studies, 27(76), 203-214. https://doi.org/10.1080/14443050309387838
McEwen, A., & Jacobs, C. (2020). Who we are, what we do and how we add value: The role of the genetic counseling ‘philosophy of practice’ statement in a changing time. Journal of Genetic Counseling, 1-7. https://doi.org/10.1002/jgc4.1308.
McEwen, A., Mclean, J., & Jacobs, C. (2019). Reflections on the use of co-design to develop a genetic counselling curriculum fit for purpose for the genomic era: A case study. The Journal of Educational Innovation, Partnership and Change, 5(1), 1-9. http://dx.doi.org/10.21100/jeipc.v5i1.964.
Reid, P., & Robson, B. (2007). Understanding health inequities. In B. Robson, R. Harris (Eds.), Hauora: Māori Standards of Health IV. A study of the years 2000-2005, (pp. 3-10). Te Rōpū Rangahau Hauora a Eru Pōmare.
Resta, R., Biesecker, B. B., Bennett, R. L., Blum, S., Hahn, S. E., Strecker, M. N., & Williams, J. L. (2006). A new definition of Genetic Counseling: National Society of Genetic Counselors' Task Force report. Journal of Genetic Counseling, 15(2), 77-83. https://doi.org/10.1007/s10897-005-9014-3
Sanders, E., & Stappers, P. (2013). The convivial toolbox: Generative research for the front end of design. BIS Publishers. ISBN-10: 9063692846.
University of Technology Sydney (2019). UTS 2027: Our strategy. Retrieved from https://www.uts.edu.au/about/uts-2027-strategy/vision accessed on 10 March 2020.