Professional Documents
Culture Documents
Pre-Workshop Preparation
You should plan to spend about 3 6 hours preparing for this workshop. This includes: 1. 2. 3. 4. Identifying the needs and expectations of your audience. Reviewing and practicing with the curriculum. Customizing the slides and script for your audience as needed. Printing hardcopy materials.
It is critical that you review and practice with the material prior to implementation with your audience. The impact of the learning is heavily influenced by the skill and preparation of the facilitator. This session includes a case with Fragile X syndrome. A handout will be available for the participants with background information about Fragile X. For more detailed information about Fragile X syndrome, see the following resources: o o GeneReviews: FMR1-Related Disorders: www.ncbi.nlm.nih.gov/books/NBK1384/ McConkie-Rosell A, Finucane B, Cronister A, Abrams L, Bennett RL, and Pettersen BL. 2005. Genetic Counseling for Fragile X Syndrome: Updated Recommendations of the National Society of Genetic Counselors. J Genet Couns 14:249 70. Sherman S, Pletcher BA, and Driscoll DA. 2005. ACMG Practice Guidelines: Fragile X syndrome: Diagnostic and carrier testing. Genet Med 7:584 - 587. National Fragile X Foundation: www.fragilex.org
o o
Facilities Preparation
Setting up 1. Make sure the room set-up is conducive to group learning. Recommended equipment includes: Appropriate space for your audience size Ideally, participants will be seated at tables and have the opportunity to move chairs around for small group work Computer hooked up to an overhead projector Speakers connected to computer
Published July 2012 NCHPEG All rights reserved
2. 3.
White board or paper easel with markers, or iPad hooked to projector. Hard copy materials Pens Set up the following handouts by the door so that participants can pick them up on the way in: Risk Assessment Toolkit (6 pages) Soledad handout [evaluation survey] You should also have the Fragile X take-away available to distribute at the end of the session, before participants leave. 4. Load the slides onto the computer that is connected to the projector. 5. Load the family history video onto the same computer and insert the video into the powerpoint slides: On slide 13, click on the Insert tab in powerpoint. Click on Video (or Video from File). Select the video file from where you have saved it on the computer. Move and adjust the size of the video screen as needed. Test the video to ensure it launches appropriately. In Slide Show mode, you will be able to click on the video to launch.
o o
o o
Others can handle all aspects of ordering, interpreting, and acting on results. Others have expertise in a specific area, like NF, and can manage all of the genetic issues with that syndrome, but may not be as comfortable with genetic testing and management in other clinical domains. We have tried to address all of these different perspectives. The goal of each session is to help the learner self-reflect on where he or she is already doing well, and where he or she could benefit from additional practice, and then give that learner an opportunity to practice and to improve. And that balance may be different for each individual.
This workshop is not like your typical lecture. This is an interactive experience where you actively participate and practice working through genomics cases. You will work through cases together both as a large group and in small groups. Because the learning process is active it hinges on your participation. I encourage you to feel comfortable participating and speaking out during the session. We can learn from each others experience and discussion.
Housekeeping You all picked up some materials on your way in. You have a stapled toolkit that you can reference during the workshop today and take with you to use in clinic, if helpful. You have a handout on Soledad, a case that we will be working through. [And you have an evaluation survey. You can job down notes during the session, and Ill give you a few minutes to fill it out when we finish.]
We want to know about the presence and extent of disease who has disease and the brief clinical history of those affected Ages of onset and death Medical conditions and Chronic illnesses Anyone with a history of infertility, multiple miscarriage, or stillbirth Intellectual disability or autism Congenital birth defects
It is important to get specific details if anyone has any of these conditions, because they can be associated with some syndromes. 5. Communication regarding both the collection and interpretation with the family can help to elicit accurate and detailed information and aid in understanding and patient acceptance. 6. It is important to not only collect the information but also record it in a way that other health professionals can readily access, update, and interpret the information.
-Hints Walk around the room to hear what the groups are saying and assess their understanding so you can tailor your answers to target areas of misunderstanding. Pull up the pedigree on the following slide after a few minutes so that the participants to not spend too much time trying to draw a pedigree (not the goal of the activity). Assemble the large group and have the designated person in each group report each of their answers to the large group.
2. Assess patterns and red flags 3. Use risk to adapt plan for genetic testing, management, counseling etc. 4. Communicate with families about risk in a patient centered way Assign Homework to be completed by the next session. Consider a short review of the web exercises as a review at the beginning of session 2. Homework: additional practice exercises: visit www.nchpeg.org/neuro and click on the health professional tab, then the Risk assessment title link.
Preview next session: we will build on what we learned today in the next session on genomic differentials.
From the authors: We would love to hear your feedback about your experience using this curriculum! Contact Emily Edelman (eedelman@nchpeg.org) with any questions or feedback.