Educational Theories and Techniques for Genetic Counselors

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

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• Profissão médica
• Aconselhamento médico
• Genética médica