How do students react to analyzing their own genomes in a whole-genome sequencing course?: Outcomes of a longitudinal cohort study

Genetics in Medicine

Volumn 17, Issue 11, 2015, Pages 866-874

  Sanderson, Saskia C ^a   Linderman, Michael D ^a   Zinberg, Randi ^a   Bashir, Ali ^a   Kasarskis, Andrew ^a   Zweig, Micol ^a   Suckiel, Sabrina ^a   Shah, Hardik ^a   Mahajan, Milind ^a   Diaz, George A ^a   Schadt, Eric E ^a  

^a MOUNT SINAI SCHOOL OF MEDICINE   (United States)

Author keywords

Genetic education; medical education; personal genomes; whole genome sequencing

Indexed keywords

ARTICLE; COHORT ANALYSIS; COURSE CONTENT; DEPRESSION; FAMILY HISTORY; FEMALE; FOLLOW UP; GENOME ANALYSIS; HUMAN; INTERVIEW; LONGITUDINAL STUDY; MALE; MEDICAL EDUCATION; MEDICAL STUDENT; MOTIVATION; OBSERVATIONAL STUDY; QUESTIONNAIRE; SELF REPORT; STATE TRAIT ANXIETY INVENTORY; STUDENT ATTITUDE; STUDENT SATISFACTION; WHOLE GENOME SEQUENCING; DECISION MAKING; GENOMICS; HEALTH PERSONNEL ATTITUDE; HIGH THROUGHPUT SEQUENCING; HUMAN GENOME; PROCEDURES; PSYCHOLOGY; STUDENT;

ATTITUDE OF HEALTH PERSONNEL; COHORT STUDIES; DECISION MAKING; FEMALE; GENOME, HUMAN; GENOMICS; HIGH-THROUGHPUT NUCLEOTIDE SEQUENCING; HUMANS; LONGITUDINAL STUDIES; MALE; STUDENTS; STUDENTS, MEDICAL; SURVEYS AND QUESTIONNAIRES;

EID: 84938930938     PISSN: 10983600     EISSN: 15300366     Source Type: Journal    
DOI: 10.1038/gim.2014.203     Document Type: Article

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