Educational Theories and Techniques for Genetic Counselors

Introduction to Genetic Counselor Education A | Educational Literature

A.1 | General educational theories and models A.1.1 | Program planning A.1.2 | Adult learning theories A.1.3 | Competency-based education A.1.4 | Staged self-directed learning model A.1.5 | Student partnership theory

A.2| Educational methods in genetic counseling A.2.1 | Previous genetic counselor educational literature A.2.2 | Genetic counselor educational study: Commonalities and contrasts: North American program directors' perspectives

B | Genetic Counselor Master's Programs

B.1 | Planning and Developing a Genetic Counselor Master's Program B.1.1 | Capitalizing on local strengths B.1.2 | Actualizing program goals B.1.3 | Diversity, equity, inclusion - philosophical framework and program planning B.1.4 | Administrative structure B.1.5 | Sequencing of program elements B.1.6 | Curriculum mapping B.1.7 | Distance education B.1.8 | Regulatory structure and its effect on training genetic counselors

B.2 | Recruitment, Admissions, and Student Support B.2.1 | Fostering growth and diversity: Alignment of admissions standards and goals B.2.2 | Recruitment B.2.3 | Admissions B2.4 | Supporting students

B.3 | Instructional Framework B.3.1 | Components: Courses B.3.2 | Components: Fieldwork B.3.3 | Components: Research B.3.4 | Components: Additional activities B.3.5 | Teaching techniques: Discussion B.3.6 | Teaching techniques: Role plays B.3.7 | Teaching techniques: Simulation

B.4 | Integration across the Curriculum B.4.1 | Structural integration of program components B.4.2 | Integration of ethical orientations B.4.3 | Integrative developmental processes B.4.4 | Integrating theories and practice

B.5 | Student Evaluation B.5.1 | General evaluation considerations B.5.2 | Fieldwork evaluation B.5.3 | Evaluation by examination B.5.4 | Assignments and projects B.5.5 | Remediation B.5.6 | Assessing overall competence

B.6 | Continuous Program Evolution B.6.1 | General philosophy B.6.2 | Student feedback B.6.3 | Evolving curricular concepts B.6.4 | Faculty development B.6.5 | Program administration B.6.6 | Program evaluation B.6.7 | Negotiating change

C | Continuing Professional Learning

C.1 | Lifelong learning

C.2 | Maintaining and expanding competence across a career

C.3 | Model of advanced training for Certified Genetic Counselors

C.4 | Reflective practice

C.5 | Communities of practice

C.6 | Authentic professional learning

C.7 | Learning through contribution C.7.1 | Publication of research and practice strategies C.7.2 | Teaching and supervision C.7.3 | Learning through collaboration C.7.4 | Examples of collaborations and partnerships

D | Education Provided by Genetic Counselors

D.1 | Why and how do genetic counselors learn to provide education?

D.2 | General teaching strategies

D.3 | Teaching health practitioners

D.4 | Teaching clients

D.5 | Teaching for the public

Epilogue: Arriving