Table 3 Core curriculum for non-physicians, identified through the Delphi process
Knowledge | |
1. Knowledge of the structure and function of nuclear DNA, genes and chromosomes, their organization into the genome, their replication and transmission through mitosis and meiosis | |
2. Knowledge of the structure and regulation of protein-coding genes, their transcription and translation, RNA construction, protein synthesis | |
3. Knowledge of the process of DNA mutations (de novo, hereditary); knowledge of the role of these mutations as physiological or pathological events (cancer, multifactorial diseases, monogenic diseases) | |
4. Understanding the difference between clinical diagnosis of disease and genetic predisposition to disease. Knowledge of the different types of genetic tests (diagnostic, predictive, test for carriers) | |
5. Knowledge of transmission of hereditary diseases (autosomal dominant/recessive, X-linked, mitochondrial, chromosomal, multifactorial) | |
6. Knowledge of the organization of genetic services | |
7. Knowledge of the potential physical and/or psychosocial benefits and risks of genetic information for individuals in the context of the family and community, here included also the possibility of preventive measures such as reproductive options for mutation carriers | |
8. Knowledge of the indications and resources for genetic testing and referral to genetic specialists | |
9. Knowledge of ethical, legal, and social issues related to genetic testing and information recording | |
10. Knowledge of Direct-To-Consumer genetic and genomic tests, possible results and potential risks | |
Attitudes | |
1. Awareness of the sensitivity of genetic information, and the need for privacy and confidentiality while delivering genetic education and counselling | |
2. Awareness of the importance of working in a multi-professional team (including the family physician) in evaluation, diagnosis, and treatment of patients tested and referred to genetic consultation | |
3. Awareness of the ethical, social, cultural, religious, and ethnic issues that may interfere with care; awareness of the importance of an accurate communication, without coercion or personal bias, and appropriate to the culture, knowledge, and language level of the patient | |
Abilities | |
1. Ability to utilize effectively informatic technologies to perform counselling | |
2. Ability to safeguard the privacy and confidentiality of the genetic information of patients |