96110 Genetic Counselling
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96103 Medical Genetics and Genomics in Practice AND 96102 Research Methods in Genetic Counselling AND 96104 Communication and Counselling AND 96105 Clinical and Community Placement 1
There are course requisites for this subject. See access conditions.
Description
Genetic counsellors play a vital role in helping people to understand their family history, make informed decisions about genetic and genomic testing, understand the results and adjust to or manage the outcomes and implications. Using case studies, students practice many of the core skills genetic counsellors use every day including structuring a genetic counselling session, taking a family history, and working with families to explore the implications of inherited conditions. Genetic counselling theories that provide the foundations for practice are applied to the case studies students are working with. This subject is integrated with 96099 Genetic Counselling Clinical Placement 2, building knowledge and skills to be used during clinical placements.
Subject learning objectives (SLOs)
| 001. | Critique the major psychological and psychotherapeutic counselling theories relevant to genetic counselling |
|---|---|
| 002. | Apply relevant psychological and psychotherapeutic theories to genetic counselling practice |
| 003. | Critique genetic counselling theories |
| 006. | Use basic counselling skills including active listening, attending, reflecting, clarifying and summarising |
| 007. | Demonstrate empathic listening skills |
| 010. | Establish an environment conducive for effective communication |
| 011. | Elicit expectations, hopes and concerns about genetic counselling |
| 026. | Produce accurate, succinct, well-organised written communication appropriate for the target audience |
| 027. | Write a patient summary letter |
| 028. | Collect, draw and enter family history information to complete a family tree |
| 029. | Obtain and assess a medical, pregnancy, and developmental history |
| 036. | Facilitate client's understanding of the components of informed consent |
| 037. | Obtain informed consent for genetic and genomic testing from clients and families |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Apply evidence-based genetic and genomic health care to practice across a variety of settings and roles. (1.1)
- Apply professional self-awareness through self-reflection to enhance their practice in genetic and genomic counselling to improve client outcomes. (1.2)
- Demonstrate appropriate and effective relationships with people from diverse communities. (3.1)
- Use research skills to enhance genetic counselling practice through an ability to critically appraise literature and to respond to a variety of challenges that arise in genetic counselling practice. (4.1)
- Demonstrate the core tenets of the genetic counselling profession, including professional and ethical behaviour and responding positively to changes in genetic and genomic healthcare. (5.2)
Contribution to the development of graduate attributes
The subject contributes to the following graduate attributes:
Practice ready:
Graduates of the Master of Genetic Counselling are knowledgeable and literate healthcare practitioners, with well-developed workplace communication skills. They are skilled in providing evidence-based care to clients and their families in a variety of settings as autonomous and collaborative practitioners.
Culturally competent:
Graduates of the Master of Genetic Counselling are self-reflective, culturally competent professionals who embrace cultural diversity. They work alongside Indigenous Australians, New Zealand Maori, Pacifica and other culturally and societally diverse groups to build equitable access to genetic and genomic healthcare.
Person-centred:
Graduates of the Master of Genetic Counselling are empathic, person-centred practitioners who form and value partnerships with individuals, families and communities. They facilitate understanding and adaptation to information provided by genetic and genomic technology for individuals and families.
Teaching and learning strategies
Core learning: Core learning material, activities and readings are undertaken in Canvas prior to weekly live and online workshops. Students will be provided with learning activities each week, including readings, discussions, reflection questions, case studies and videos that prepare them for the live and online sessions. Please ensure Canvas work is carried out prior to the live and online session so that you have spent time accessing and making sense of ideas. Attending the live and online workshops will allow you to test these ideas and get feedback from the academic staff and peers which will further consolidate your learning.
Live and online workshops: Weekly live and online workshops provide students with opportunities to participate in discussion, role play and problem-based learning activities. The activities in the weekly workshops build on the Canvas work and allow time to clarify and ask questions on content learning. Students will work collaboratively in pairs, small groups and as a class during the workshops. Group discussions will often involve case-based learning activities. Students will participate in role play and learning activities to assist with the development of counselling skills in preparation for clinical placement. Feedback will be provided by the teacher and by peers.
Block workshops: Students will attend a week-long block, during which they will participate in workshops that will include discussion, role play, simulation, problem-based learning activities, and practice of core counselling skills for genetic counsellors. When core counselling skills are practiced, the faculty member will provide live guidance on how feedback should be provided, so that students receive immediate constructive feedback from peers and from the faculty member.
Research Integrated Learning: Taking an evidence-based approach to work with clients is an essential skill. Current research is integrated into the content provided in Canvas and workshops. Students are encouraged to read, discuss and utilise current research in counselling and communication in the context of providing evidence-based genetic counselling care.
Reflective Learning: Students are encouraged to critically reflect on their learning and their skill development throughout the subject, to identify areas where they may improve their performance, and to assist in the development of lifelong learning. Reflective learning will be encouraged through specific activities including assessment tasks in which students will reflect on the development of core genetic counselling and communication skills over the duration of the session. Opportunities for reflection include the weekly reflective practice supervision groups that are part of 96099 Genetic Counselling Clinical Placement 2.
Ongoing feedback: Verbal feedback will be provided throughout the subject during block and live and online workshops. There will be weekly opportunities to discuss ideas and experiences and receive feedback during the live and online workshops. Opportunities for verbal formative feedback on assessment tasks are available prior to the due date and summative feedback is provided following final submission.
Content (topics)
Module 1: Practicing client centred genetic counselling (weeks 1 and 2)
Drawing on the first session observations and activities, students are invited to consider:
- what individuals and families might want/need/hope for in their interaction with a genetic counsellor
- the values and qualities inherent in genetic counselling
- the assumptions and beliefs they bring to genetic counselling
Module 2: Listening in Genetic Counselling Part 1 (week 3)
- Deep listening for client centred care: What do you hear if you listen deeply?
- Using listening to identify a road map for the client: where is this person starting? Where are they saying they want to go? How can we support them to get there?
Module 3: Family History – a practical tool (week 4)
- Listening, focusing, documenting
- Pedigree drawing software
Module 4: Navigating with the client (week 5 and 6)
- Using the shared decision making model
Module 5 Healthcare documentation – a practical tool (week 7 and 8)
- medical records
- letter writing to clients – continuing client centred care
- written communication for client leaflets and websites
- use of language, everyday English, reading level
Module 6: Listening in Genetic Counselling Part 2 (week 9; block)
- Simulation workshop
- Continuing to use core genetic counselling skills
- Obtaining informed consent and providing information and support
Module 7 Understanding, assessing and communicating risk (week 10-12)
- What is risk?
- Principles of risk
- Types of risk
- Risk - practical tools for genetic counsellors
Module 8: Developing a philosophy of genetic counselling (week 13 and 14)
Bringing together the work of the session and reflecting on the clinical placement completed as part of 96099 Genetic Counselling Clinical Placement 2 students begin to articulate an emerging philosophy of genetic counselling.
Assessment
Assessment task 1: Case study
| Intent: | Using a de-identified case history, students demonstrate readiness for clinical placement through accurate documentation of family history, drawing a pedigree and writing a client-centred letter summarising a genetic counselling interaction. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 026, 027, 028 and 029 This task is aligned with the following course learning outcomes: 1.1 and 5.2 |
| Type: | Case study |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | A single page hand-drawn pedigree A client letter – no more than 2 pages in length including correct formatting on letterhead |
| Criteria: | You will be assessed on:
Detailed assessment criteria will be provided in Canvas. Feedback will be available approximately 3 weeks after the due date. Results will be available approximately 3 weeks after the due date. |
Assessment task 2: Participation in fortnightly activities
| Intent: | The fortnightly tasks in this subject involve students in reflecting on critical questions related to working with clients now and in the future. The tasks are designed to contribute to the development and articulation of a framework and philosophy for genetic counselling practice and practising core skills. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 002, 003, 010, 011, 026, 036 and 037 This task is aligned with the following course learning outcomes: 1.1, 1.2, 3.1, 4.1 and 5.2 |
| Type: | Exercises |
| Groupwork: | Group, individually assessed |
| Weight: | 30% |
| Length: | Video recordings of 2-3 minutes; written tasks of up to 500 words; online quizzes |
| Criteria: | You will be assessed on:
Detailed assessment criteria will be provided in Canvas |
Assessment task 3: Genetic counselling skills demonstration task
| Intent: | Genetic counsellors frequently find themselves exploring sensitive and personal issues with clients. The opportunity to try different ways of exploring personal and sensitive information, and to get used to the feeling of discomfort this can evoke, will be provided in the simulation workshop during the block week. On the day following the workshop, students will participate in video recorded role plays providing an opportunity to embed the learning from the simulation. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 006, 007, 010 and 011 This task is aligned with the following course learning outcomes: 1.2 and 3.1 |
| Type: | Reflection |
| Groupwork: | Group, individually assessed |
| Weight: | 20% |
| Length: | 5 minute recording and 500 word reflection |
| Criteria: | You will be assessed on:
Detailed assessment criteria will be provided in Canvas. |
Assessment task 4: Developing an emerging philosophy for genetic counselling, this is a 'must-pass' assessment
| Intent: | This assessment task brings together the work completed during the first year in the development of a philosophy of genetic counselling and a supporting framework. Students will review the work done throughout the year to develop their philosophy and supporting framework. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 001, 002 and 003 This task is aligned with the following course learning outcomes: 1.1, 4.1 and 5.2 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 1500 words, may include a supporting visual representation of the framework |
| Criteria: | There is a minimum 50% grade required for this assessment. You will be assessed on:
Detailed assessment criteria will be provided in class and on Canvas. |
Minimum requirements
In order to pass this Subject, a minimum grade of 50% must be achieved and students must submit all assessment tasks. The final assessment task is a ‘must-pass’ assessment (AT4) in which a minimum grade of 50% must be achieved.
Students are required to attend a minimum of 85% classes.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Additional required readings will be provided via Canvas
Recommended texts
Additional required readings will be provided via Canvas
Other resources
Additional required readings will be provided via Canvas