Educational Theories and Techniques for Genetic Counselors

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, andpeer 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.

• Introduction to Genetic Counselor EducationA | Educational Literature A.1 | General educational theories and modelsA.1.1 | Program planningA.1.2 | Adult learning theoriesA.1.3 | Competency-based education A.1.4 | Staged self-directed learning modelA.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 ProgramB.1.1 | Capitalizing on local strengthsB.1.2 | Actualizing program goalsB.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 educationB.1.8 | Regulatory structure and its effect on training genetic counselors B.2 | Recruitment, Admissions, and Student SupportB.2.1 | Fostering growth and diversity: Alignment of admissions standards and goalsB.2.2 | RecruitmentB.2.3 | AdmissionsB2.4 | 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 EvaluationB.5.1 | General evaluation considerationsB.5.2 | Fieldwork evaluationB.5.3 | Evaluation by examinationB.5.4 | Assignments and projectsB.5.5 | RemediationB.5.6 | Assessing overall competence B.6 | Continuous Program EvolutionB.6.1 | General philosophyB.6.2 | Student feedbackB.6.3 | Evolving curricular conceptsB.6.4 | Faculty developmentB.6.5 | Program administrationB.6.6 | Program evaluationB.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 contributionC.7.1 | Publication of research and practice strategiesC.7.2 | Teaching and supervisionC.7.3 | Learning through collaborationC.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