TY - JOUR
T1 - Beyond multiple choice
T2 - Clinical simulation as a rigorous and inclusive method for assessing genetic counseling competencies
AU - Cho, Megan T.
AU - Davis, Claire
AU - Lowe, Chenery
AU - Flynn, Maureen
AU - Jamal, Leila
AU - Bajaj, Komal
AU - Atzinger, Carrie
AU - Erby, Lori H.
N1 - Publisher Copyright:
© 2024 National Society of Genetic Counselors. This article has been contributed to by U.S. Government employees and their work is in the public domain in the USA.
PY - 2024/2
Y1 - 2024/2
N2 - Educational use of clinical simulation is a way for students to immerse themselves within a realistic yet safe and structured environment as they practice clinical skills. It is widely used in healthcare training and evaluation, and there are best practices for design, implementation, debriefing, and assessment. An increasing number of genetic counseling graduate programs use simulation in various ways, ranging from role-plays to working with professional simulated/standardized patient (SP) actors. At this time, there is very little consistency across programs, research on the approaches, and standards by which simulation is incorporated into training. Simulation is an understudied but promising approach for genetic counselor (GC) education and assessment. After graduation, GCs demonstrate their competence as entry-level providers through American Board of Genetic Counseling (ABGC) multiple-choice examination (MCE), along with their participatory clinical encounters from graduate training. Data from genetic counseling and other professions highlight the limitations and biases of MCEs, suggesting they not only fail to accurately capture competency, but also that they disadvantage underrepresented individuals from entering the field. In addition, MCEs are limited as a tool for assessing nuanced counseling and communication skills, as compared to more quantitative scientific knowledge. We propose that innovative, evidence-based approaches such as simulation have the potential to not only enhance learning, but also to allow GCs to better demonstrate competency during training and in relation to the board examination. Collaborative approaches, research, and funding are needed to further explore the viability of routinely incorporating simulation into GC training and assessment.
AB - Educational use of clinical simulation is a way for students to immerse themselves within a realistic yet safe and structured environment as they practice clinical skills. It is widely used in healthcare training and evaluation, and there are best practices for design, implementation, debriefing, and assessment. An increasing number of genetic counseling graduate programs use simulation in various ways, ranging from role-plays to working with professional simulated/standardized patient (SP) actors. At this time, there is very little consistency across programs, research on the approaches, and standards by which simulation is incorporated into training. Simulation is an understudied but promising approach for genetic counselor (GC) education and assessment. After graduation, GCs demonstrate their competence as entry-level providers through American Board of Genetic Counseling (ABGC) multiple-choice examination (MCE), along with their participatory clinical encounters from graduate training. Data from genetic counseling and other professions highlight the limitations and biases of MCEs, suggesting they not only fail to accurately capture competency, but also that they disadvantage underrepresented individuals from entering the field. In addition, MCEs are limited as a tool for assessing nuanced counseling and communication skills, as compared to more quantitative scientific knowledge. We propose that innovative, evidence-based approaches such as simulation have the potential to not only enhance learning, but also to allow GCs to better demonstrate competency during training and in relation to the board examination. Collaborative approaches, research, and funding are needed to further explore the viability of routinely incorporating simulation into GC training and assessment.
KW - counseling techniques
KW - diversity
KW - education
KW - genetic counseling
KW - simulation
KW - standardized patients
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U2 - 10.1002/jgc4.1878
DO - 10.1002/jgc4.1878
M3 - Article
C2 - 38351603
AN - SCOPUS:85185456352
SN - 1059-7700
VL - 33
SP - 118
EP - 123
JO - Journal of Genetic Counseling
JF - Journal of Genetic Counseling
IS - 1
ER -