96111 Genetics and Genomics in Society
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96107 Advanced Communication and Counselling AND 96106 Application of Genetics and Genomics AND 96114 Research Project 2 AND 96100 Genetic Counselling Clinical Placement 3
There are course requisites for this subject. See access conditions.
Description
Media attention to genetics and genomics has increased substantially over the past few years, contributing to a broader conversation about the use of genetic and genomic information in healthcare. Students explore the ways in which the public conversation about genetic and genomic technology interacts with the work of genetic counsellors. Genomic testing and pharmacogenomics is being introduced across many specialty areas to target specific treatments based on an individual's genomic profile. Alongside this, there is increasing access to 'wellness genomics' with the introduction of 'direct to consumer' commercial testing, for example in the area of nutrigenomics and sports medicine. Genomics is also increasingly used in forensics and in understanding of deviant behaviours. Drawing on media articles and case studies, students develop knowledge and understanding of these issues and consider the benefits and challenges for individuals and families, health professionals, healthcare policy, practice, research and society within Australasia and globally. This subject also covers theories of health behaviour and considers the ways in which brief health interventions are used in genetic counselling.
Subject learning objectives (SLOs)
| 014. | Modify a genetic counselling session based on new information |
|---|---|
| 022. | Participate in the education of members of the public and other health professionals |
| 034. | Explain the potential risks and benefits of genetic/genomic tests to clients and their families and non-genetics health professionals |
| 035. | Explain the potential risks and benefits of reproductive screening and diagnostic tests to clients and their families and non-genetics health professionals |
| 045. | Apply knowledge of historical and contemporary Indigenous experience to genetic counselling practice |
| 046. | Apply knowledge of historical and contemporary mis-use of genetic information to genetic counselling practice |
| 054. | Evaluate and integrate new technologies into genetic counselling practice |
| 058. | Interpret genetic and genomic test results |
| 059. | Communicate test results using a variety of methods |
| 060. | Discuss the benefits and limitations of test results |
| 061. | Communicate uncertain findings from genetic and genomic testing, including incidental findings and variants of uncertain significance |
| 062. | Adapt to emerging changes in the environment in which genetic and genomic knowledge is situated |
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 a critical awareness of cultural and societal diversity and disparity in health care into genetic counselling practice. (2.1)
- Critically reflect on ethical Indigenous research including relationship building, communication, client-centred and reflective practice to work with and for Indigenous Australians across the genetic counselling profession. (2.2)
- 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)
- Provide education about genetics and genomics to a wide variety of audiences. (5.1)
- 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.
Professionally competent:
Graduates of the Master of Genetic Counselling embody professional and ethical practice and uphold knowledge and competency standards both locally and globally. They embrace opportunities for leadership and contribute to shaping the future development of the genetic counselling profession.
Teaching and learning strategies
Preparation for Learning: Pre-work is undertaken on Canvas prior to weekly live and online workshops. Students will be provided with preparation activities each week, including readings, discussions, reflection questions, case studies and videos that prepare them for the live and online sessions. Please ensure that prep 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 and problem-based learning activities. Guest lectures by experts in specific areas will occur during the weekly live and online workshops. The activities in the weekly workshops build on the prep work. Students will work 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 explanations of core concepts in preparation for clinical placement. Feedback will be provided by the teacher and by peers, using feedback models that will be provided.
Block workshops: Students will attend a block week, during which they will participate in workshops that will include problem-based learning activities, practice of core skills for genetic counsellors, and class and group discussions. When core skills are practised, the teacher will provide guidance on how feedback should be provided, so that students receive immediate feedback from peers and from the teacher.
Research Integrated Learning: Taking an evidence-based approach to work with clients is an essential skill. Current research is integrated into content provided in prep work and workshops. Students are encouraged to seek out, read, discuss and utilise current research in medical genetics and genomics in the context of providing evidence-based 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 96101 Genetic Counselling Clinical Placement 4.
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 Public Health Genomics (weeks 1-4)
Topics include: Introduction to public health, Population genetic testing, Social determinants of health and diversity
Module 2 Ethical and Legal Issues in Society (weeks 5-7)
Topics include: Public health ethics, testing children, disability rights and discrimination, legal issues in genetics
Module 3 Personal Genomics (weeks 8-11)
Topics include: Public knowledge and expectations, direct-to-consumer testing, pharmacogenomics, recreational genetics and ancestry testing
Module 4 Health Judgement and Decision Making (weeks 12-13)
Topics include: Cognitive factors, Heuristics and biases, Affective and motivational factors
Module 5 Mainstream and social media (weeks 14)
Topics include: Genetics in the media, communicating with the public, using social media for professional purposes.
Assessment
Assessment task 1: Developing written communication skills for a general audience
| Intent: | This assessment will give students the opportunity to develop their written skills to educate a general audience about public health genomics. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 022, 034, 060, 061 and 062 This task is aligned with the following course learning outcomes: 1.1, 3.1, 5.1 and 5.2 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | 500 words, completed feedback template |
| Criteria: | Students will be assessed on:
|
Assessment task 2: Educating community or advocacy group members
| Intent: | This assessment will give students the opportunity to demonstrate their skills in educating members of the public and other health professionals about a topic relevant to societal issues in genetics. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 022, 045, 060 and 062 This task is aligned with the following course learning outcomes: 1.1, 2.1, 2.2, 3.1, 5.1 and 5.2 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | The presentation will be up to 10 minutes (includes time for questions) |
| Criteria: | Students will be assessed on:
Detailed assessment criteria will be provided in Canvas |
Assessment task 3: Direct-to-consumer (DTC) report and role play. This is a 'must-pass' assessment
| Intent: | This assessment will give students the opportunity to demonstrate their skills providing explanations of a direct-to-consumer (DTC) report. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 014, 034, 054, 058, 059, 060, 061 and 062 This task is aligned with the following course learning outcomes: 1.1, 3.1, 4.1 and 5.2 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | Part 1: Recording of 5-minutes Part 2: 500 words |
| Criteria: | Students will be assessed on their ability to provide clear, coherent and accurate explanations that facilitate client understanding of the key concepts. Students should demonstrate that they are actively assessing client understanding. Students will also be assessed on their ability to reflect. |
Assessment task 4: Using online and social media to engage with public
| Intent: | This assessment will give students the opportunity to demonstrate their skills in engaging with current advances in genetics and genomics, translating that information for the public, and using media to educate the public. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 022, 034, 035, 046, 060 and 062 This task is aligned with the following course learning outcomes: 1.1, 1.2, 3.1, 5.1 and 5.2 |
| Type: | Exercises |
| Groupwork: | Group, group assessed |
| Weight: | 25% |
| Length: | 10-minutes (podcast/video), 280 characters (tweet) |
| Criteria: | Students will be assessed on:
|
Minimum requirements
In order to pass this Subject, a minimum grade of 50% must be achieved and students must submit all assessment tasks. This subject also includes a ‘must-pass’ assessment (AT1) 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
Additional required readings will be provided via Canvas