Volume 77 - Winter 2001	Download

Infusing Genetics into the Curriculum by Mark D. Kellogg, PhD, MT(ASCP) CLSPRC Member

	Dr. David Gale, Dr. Francis Collins, and Dr. Mark Kellogg (left to right) at the National Institutes of Health (NIH), the home office of the Human Genome Project

The rapid growth of genomics and molecular techniques available to the health care professional is dramatically changing the detection, treatment and assessment of disease. Clinical laboratory scientists are already playing vital roles in providing information based on genetic and molecular testing. Physicians, patients and allied health professionals are asking more questions about these genetic tests and disease risk. Will clinical laboratory professionals be able to answer the questions? Do we have appropriate background knowledge of genetics? Are we aware of the resources and skills needed? Can we assist with the utilization of the genetic information our laboratories are or will be providing?

Dr. David Gale, Dean of the College of Health Sciences at Eastern Kentucky University and a Member of the NAACLS Board of Directors, is convinced that to assure "yes" answers to the above questions, we need to begin a proactive infusion of genetics into allied health profession curricula. In a statement released by Eastern Kentucky University, Dr. Gale is quoted: "As the US health care delivery system moves into the 21st century, it is imperative that all of our nation's health professionals have the knowledge, skills and resources to effectively integrate new knowledge and technology into practice. This knowledge needs to be integrated into the curricula of the various allied health disciplines, and this content referenced in the various national credentialing exams." Dr. Gale has been awarded a grant from the US Department of Health and Human Services to do just that. The project is titled, "Human Genetics for the Health Professions, " and it will study the role of human genetics in the allied health curriculum and recommend a set of core curricula concepts that will be available to all allied health educators.

The Human Genetics for Health Professions' recommendations will address the level of genetics knowledge necessary within an allied health curriculum, the competencies necessary, social and ethical implications of genomics, and future research topics that should be included in an allied health curriculum. Additional recommendations will cover the process for including human genetics in the certification and licensure examinations.

Dr. Gale has assembled a 12-member Allied Health Genetics Team from several allied health professions. The team includes representatives from professions such as dietetics, physical therapy, occupational therapy, respiratory therapy, radiologic therapy, speech-language-hearing and clinical laboratory sciences. At the first meeting in November 2000, members of the team were briefed by representatives of the Human Genome Research Institute, National Coalition for Health Professions Education in Genetics, and the American Board of Medical Genetics. Team members then presented information on the "state of genetics" within their respective professions curricula. At a March 2001 meeting, members presented strategies for implementing genetics in the curricula.

It is not the goal of this project to create new courses or requirements for allied health education programs. Rather, the goal is to provide educators with a set of recommendations about knowledge that should be integrated into the allied health curriclula to assure that the professions will be able to move forward with the infusion of genetics into health care. The goal is also to provide recommendations that can be used to enhance or expand current curricula without "discarding" current content. The curriculum must be able to fit into a variety of delivery methods. To assure the widest acceptance of these recommendations, the project will reach out to program directors, deans as well as educators and practicing professionals and provide them information on the importance of genetics within the curriculum.

Note: Dr. Kellogg is a member of the Clinical Laboratory Sciences Programs Review Committee. He is representing NAACLS and the Clinical Laboratory Sciences' profession on the Human Genetics for the Health Professions team. If you would like more information on this project, or would like to assist with the effort, please contact Dr. Kellogg at mkellogg@alumni.nd.edu or 508.302.0279.

Top of the News
			A Look at the Reactivation Process by Jane Hudson, PhD, MT(ASCP)SM, CLS(NCA) CLSPRC Member
			A Request for Nominations
			Annual Fees to Increase in July by Olive M. Kimball, EdD Chief Executive Officer
			CLS/MT and CLT/MLT Essentials Revision Process Continues by Megan Hennessy Eggert Meetings and Publicity Coordinator
			Infusing Genetics into the Curriculum by Mark D. Kellogg, PhD, MT(ASCP) CLSPRC Member
			NAACLS Chief Executive Officer Honored by Joeline D. Davidson, MBA, CLS(NCA), MT(ASCP) President, Board of Directors
			President Convenes Special Task Force
Features
			CEO's Corner The Challenges of Constant Change by Olive M. Kimball, EdD Chief Executive Officer
			Dear Dr. NAACLS Essential 5 compliance
			NAACLS Computer Update by Mark Erickson Computer Information Services/Program Coordinator
			President's Report by Joeline D. Davidson, MBA, CLS(NCA), MT(ASCP) President, Board of Directors
			Programs to be Site Visited Spring/Summer 2001 Cycle

	Select an Issue   Vol 109 - Fall 2011 Vol 108 - Summer 2011 Vol 107 - Spring 2011 Vol 106 - Volume 106 - Fall NAACLS News Vol 105 - Summer 2010 Vol 104 - Spring 2010 NAACLS News Vol 103 - Fall 2009 NAACLS News Vol 102 - Summer 2009 Vol 101 - Spring 2009 Vol 100 - Winter 2008 Vol 99 - Summer 2008 Vol 98 - Spring 2008 Vol 97 - Winter 2007 Vol 96 - Summer 2007 Vol 95 - Spring 2007 Vol 94 - Winter 2006 Vol 93 - Spring/Summer 2006 Vol 92 - Special Edition Vol 91 - Winter 2005 Vol 90 - Fall 2005 Vol 89 - Spring/Summer 2005 Vol 87 - Fall 2004 Vol 86 - Spring/Summer 2004 Vol 85 - Fall 2003 Vol 84 - Spring/Summer 2003 Vol 83 - Winter 2003 Vol 82 - Fall 2002 Vol 81 - Spring / Summer 2002 Vol 80 - Winter 2002 Vol 79 - Fall 2001 Vol 78 - Spring / Summer 2001 Vol 77 - Winter 2001 Vol 76 - Fall 2000 Vol 75 - Spring / Summer 2000 Vol 74 - Winter 2000 Vol 73 - Fall 1999 Vol 72 - Spring / Summer 1999 Vol 71 - Winter 1999 Vol 70 - Fall 1998 Vol 69 - Spring / Summer 1998 Vol 68 - Winter 1998 Vol 67 - Fall 1997 Vol 66 - Spring 1997 Vol 65 - Winter 1996 Vol 64 - Summer 1996 Vol 63 - Spring 1996 Vol 62 - Winter 1996 Vol 61 - Summer 1995 Vol 60 - Spring 1995 Vol 59 - Fall 1994 Vol 58 - Summer 1994 Vol 57 - Spring 1994 Vol 56 - Fall 1993 Vol 55 - Summer 1993 Vol 54 - Spring 1993 Vol 53 - Fall 1992 Vol 52 - Summer 1992 Vol 51 - Spring 1992 Vol 50 - Fall 1991 Vol 49 - Summer 1991 Vol 48 - Spring 1991 Vol 47 - Fall 1990 Vol 46 - Summer 1990 Vol 45 - Spring 1990 Vol 44 - Fall 1989 Vol 43 - Summer 1989 Vol 42 - Winter 1989 Vol 41 - Fall 1988 Vol 40 - April 1988 Vol 39 - December 1987 Vol 38 - September 1987 Vol 37 - Spring 1987 Vol 36 - Winter 1987 Vol 35 - October 1986 Vol 34 - November 1985 Vol 33 - November 1984 Vol 32 - July 1984 Vol 31 - November 1983 Vol 30 - November 1982 Vol 29 - November 1981 Vol 28 - December 1980 Vol 27 - August 1980 Vol 26 - September 1979 Vol 25 - August 1979 Vol 24 - June 1979 Vol 23 - February 1979 Vol 22 - October 1978 Vol 21 - July 1978 Vol 20 - April 1978 Vol 19 - October 1977 Vol 18 - July 1977 Vol 17 - April 1977 Vol 16 - February 1977 Vol 15 - November 1976 Vol 14 - September 1976 Vol 13 - June 1976 Vol 12 - December 1975 Vol 11 - October 1975 Vol 10 - August 1975 Vol 9 - July 1975 Vol 8 - June 1975 Vol 7 - April 1975 Vol 6 - February 1975 Vol 5 - December 1974 Vol 4 - November 1974 Vol 3 - September 1974 Vol 2 - August 1974 Vol 1 - June 1974