Human Genetic Variation: A Flipped Classroom Exercise in Cultural Competency

Abstract

Abstract Introduction Our understanding of human genetic variation has deepened through the Human Genome and International HapMap projects, which gave us a high-resolution view of human genetic variation and ancestry. Applying this knowledge to the evaluation of ancestry-based genetic testing strategies, such as direct-to-consumer genetic testing, is an important component of the practice of culturally component medicine and a clinically relevant way to teach the foundations of population genetics. This population genetics interactive case discussion was created to emphasize the clinical relevance of population genetics as applied to a required flipped classroom module in the first-year medical genetics course for medical students. Methods A flipped classroom is an innovative model of learning that inverts the traditional teaching model by delivering didactic content through educational technology prior to the traditional lecture time slot and focusing class time on active exercises and higher-order concept mastery. These facilitate deeper learning of the material and allow students to have more control over their learning. Results This exercise was first implemented in the required first-year medical genetics course at Boston University School of Medicine in Spring 2013. The Office of Medical Education asked the 180 students whether they agreed this case discussion facilitated learning of the material. The result was an average of 3.5 on a 5-point scale, with 5 being strongly agree. Discussion This feedback support the idea that the students were interested in the clinical implications of the human genome project data and that this was appropriately related to the practice of culturally component medicine.

Keywords

• Health Equity Research
• Cultural Competency
• Population Genetics
• Hardy-Weinberg Equilibrium
• Incidental Findings
• Variants of Unknown Significance