Clinical Genetics 1978: 14: 395-396
European Society of Human Genetics Abstracts from Symposium on "Chromosome Structure and Function" Vienna, Austria. M a y 5-7, 1978
Preliminary report of the committee on teaching and training in medical genetics CHRISTCISS. BARTSOCAS Second Department of Pediatrics, University of Athens, Athens, Greece
During the 1977 meeting of the European Society of Human Genetics (ESHG) in Oslo, two working committees, one on Teaching and Training in Medical Genetics (Chairman: C. Bartsocas, Greece) and one on Genetics Counseling (Chairman: M. Matton, Belgium) were established. The purpose of these committees was t o collect data on the current situation of teaching and training in medical genetics and of genetic counseling in Europe. In order t o gather data on the conditions, problems, and present status of teaching and training in Medical Genetics in Europe a questionnaire was designed. Recommendations were requested from those replying with the hope that, on the basis of the conclusions and individual suggestions, the Society could propose a better education for future geneticists and an improvement of the status of Genetics within the medical school and postgraduate curricula. One hundred and ninety-six questionnaires were sent to ESHG members working in academic institutions in 24 European countries. Sixty-seven replies, several of them filled in jointly by more than one individual and representing an equal number of Universities in 19 countries, were returned. Twelve persons wrote back that they were not involved in teaching.
Teaching of Medical Genetics (university level). According to the replies received the majority of European Universities are teaching Medical Genetics as an independent course (55 vs. 10). Two more medical schools were planning to organise departments of Medical or Human Genetics within 1979 or 1980. There exists, however, a wide variation as to which year(s) in medical school the student is taught genetics. Most universities prefer to divide the teaching of genetics into two parts. Therefore, basic and molecular genetics are taught during the 1st or 2nd year, while clinical genetics and genetic counseling, and often some laboratory work (cytogenetics, biochemical, population genetics, immunogenetics, etc.) during the 3rd, 4th, 5th or even the 6th year of medical school. In approximately 4 0 % (28/65) of the respondents' medical schools, Genetics is taught only by lectures. The remaining surveyed medical schools combine lectures with laboratory work (or clinical and laboratory demonstrations). The time dedicated to laboratory or demonstrations ranges between 16 % and 50 % of the time allotted to the teaching of Genetics. In 11 out of 55 medical schools teaching Genetics the course is not mandatory. In most of these schools only 10 %-30 To of the class sign up for the course.
396
ABSTRACT
In teaching Genetics emphasis is given almost everywhere t o Clinical Genetics (often more than 50 % of time). Cytogenetics, Biochemical Genetics and Molecular Genetics follow. Research projects are offered by half of the departments, but only a few students take advantage of this possibility. Most departments are understaffed, with one to three persons on the faculty. This may reflect an underestimation on the part of various medical schools of the need for teaching Medical Genetics. Alternatively, it could be explained by the fact that in 80 % of the schools surveyed, Genetics is taught as a part of Biology, rather than in connection with Pediatrics, Medicine, Gynecology, etc. With only one exception, all respondents agree that Medical Genetics should be taught as an independent obligatory course. Forty per cent of the respondents wanted Genetics divided into two parts, Basic Genetics (Genetics I) to be taught in the 1st or 2nd year and Clinical Genetics (Genetics 11) in the 4th, 5th or 6th year. A larger group recommended a core course t o be given in the 3rd or 4th (or 5th and 6th) year of medical school. Several colleagues expressed the need for a good textbook for undergraduate teaching of Genetics in Medicine. The Hungarians solved this by preparing a multi-authored concise publication under the editorship of Drs. Gbbor Szabo and ZoltAn Papp Bevezetis a klinikai genetika’ba, Egyetemi Jegyset, 1974. Most departments use the same textbooks: 1. Emery, A. E. H.: Elements of Medical Genetics, 4th Ed., Churchill-Livingstone, Edinburgh and London, 1975. 2. Stern, C.: Principles of Human Genetics, 3rd Ed., W. H. Freeman and Company, San Franscisco, 1973. 3. Thompson, J. S. and Thompson, M. W.: Genetics in Medicine, 2nd Ed., W. B. Saunders Company, Philadelphia and London.
Several respondents stressed that the under-
graduate course should be designed primarily to ensure that all medical practitioners are aware of the scope of the field, and the availability of Medical Genetics Services within the community. Training in Medical Genetics (postgraduate level): The Committee’s survey on the current status showed that 53 departments require an M.D. degree (M.B., B.S. in Great Britain) for acceptance to postgraduate training in Clinical Genetics. The 11 departments accepting an advanced degree in Sciences (Ph.D.) feel that a good degree in the Biological sciences, with a major in Genetics, Biochemistry, Cell Biology, or Immunology, provides an adequate basis for training in Medical Genetics. Some training in a clinical specialty (Pediatrics, Medicine, Neurology, Obstetrics) o r a laboratory specialty (Pathology), before starting the training in Medical Genetics is required by the majority of Medical Departments. Sixty per cent of the respondents feel that 3 years of postgraduate training in Medical Genetics is sufficient, whereas 20 % feel that 2 years are appropriate and another 2070 recommend a 4-year duration of training. The training of non-physician Medical Geneticists poses particular problems, and some departments try to solve this by requiring one additional year. There is a wide range of opinion as to how this time should be divided. Nonetheless, the major trend is to allot about 40 % to clinical work, 40 70to laboratory work, and 20 % of time to theoretical studies (courses, seminars, etc.). The most important item in training is Clinical Genetics, followed by Cytogenetics, Biochemical Genetics, Immunogenetics, Pharmacogenetics, etc. Several respondents stress the need for flexibility on this point. All respondents except five feel that Medical Genetics should be an independent medical specialty. A qualifying examination is acceptable to 75 70 of respondents.
Corresponding 1977 ESHG Report on Genetic Counseling in Europe by M. Th. Matton was published in Clinical Genetics 1978: 14: 303-304.
European Society of Human Genetics Abstracts from Symposium on "Chromosome Structure and Function" Vienna, Austria. M a y 5-7, 1978
Preliminary report of the committee on teaching and training in medical genetics CHRISTCISS. BARTSOCAS Second Department of Pediatrics, University of Athens, Athens, Greece
During the 1977 meeting of the European Society of Human Genetics (ESHG) in Oslo, two working committees, one on Teaching and Training in Medical Genetics (Chairman: C. Bartsocas, Greece) and one on Genetics Counseling (Chairman: M. Matton, Belgium) were established. The purpose of these committees was t o collect data on the current situation of teaching and training in medical genetics and of genetic counseling in Europe. In order t o gather data on the conditions, problems, and present status of teaching and training in Medical Genetics in Europe a questionnaire was designed. Recommendations were requested from those replying with the hope that, on the basis of the conclusions and individual suggestions, the Society could propose a better education for future geneticists and an improvement of the status of Genetics within the medical school and postgraduate curricula. One hundred and ninety-six questionnaires were sent to ESHG members working in academic institutions in 24 European countries. Sixty-seven replies, several of them filled in jointly by more than one individual and representing an equal number of Universities in 19 countries, were returned. Twelve persons wrote back that they were not involved in teaching.
Teaching of Medical Genetics (university level). According to the replies received the majority of European Universities are teaching Medical Genetics as an independent course (55 vs. 10). Two more medical schools were planning to organise departments of Medical or Human Genetics within 1979 or 1980. There exists, however, a wide variation as to which year(s) in medical school the student is taught genetics. Most universities prefer to divide the teaching of genetics into two parts. Therefore, basic and molecular genetics are taught during the 1st or 2nd year, while clinical genetics and genetic counseling, and often some laboratory work (cytogenetics, biochemical, population genetics, immunogenetics, etc.) during the 3rd, 4th, 5th or even the 6th year of medical school. In approximately 4 0 % (28/65) of the respondents' medical schools, Genetics is taught only by lectures. The remaining surveyed medical schools combine lectures with laboratory work (or clinical and laboratory demonstrations). The time dedicated to laboratory or demonstrations ranges between 16 % and 50 % of the time allotted to the teaching of Genetics. In 11 out of 55 medical schools teaching Genetics the course is not mandatory. In most of these schools only 10 %-30 To of the class sign up for the course.
396
ABSTRACT
In teaching Genetics emphasis is given almost everywhere t o Clinical Genetics (often more than 50 % of time). Cytogenetics, Biochemical Genetics and Molecular Genetics follow. Research projects are offered by half of the departments, but only a few students take advantage of this possibility. Most departments are understaffed, with one to three persons on the faculty. This may reflect an underestimation on the part of various medical schools of the need for teaching Medical Genetics. Alternatively, it could be explained by the fact that in 80 % of the schools surveyed, Genetics is taught as a part of Biology, rather than in connection with Pediatrics, Medicine, Gynecology, etc. With only one exception, all respondents agree that Medical Genetics should be taught as an independent obligatory course. Forty per cent of the respondents wanted Genetics divided into two parts, Basic Genetics (Genetics I) to be taught in the 1st or 2nd year and Clinical Genetics (Genetics 11) in the 4th, 5th or 6th year. A larger group recommended a core course t o be given in the 3rd or 4th (or 5th and 6th) year of medical school. Several colleagues expressed the need for a good textbook for undergraduate teaching of Genetics in Medicine. The Hungarians solved this by preparing a multi-authored concise publication under the editorship of Drs. Gbbor Szabo and ZoltAn Papp Bevezetis a klinikai genetika’ba, Egyetemi Jegyset, 1974. Most departments use the same textbooks: 1. Emery, A. E. H.: Elements of Medical Genetics, 4th Ed., Churchill-Livingstone, Edinburgh and London, 1975. 2. Stern, C.: Principles of Human Genetics, 3rd Ed., W. H. Freeman and Company, San Franscisco, 1973. 3. Thompson, J. S. and Thompson, M. W.: Genetics in Medicine, 2nd Ed., W. B. Saunders Company, Philadelphia and London.
Several respondents stressed that the under-
graduate course should be designed primarily to ensure that all medical practitioners are aware of the scope of the field, and the availability of Medical Genetics Services within the community. Training in Medical Genetics (postgraduate level): The Committee’s survey on the current status showed that 53 departments require an M.D. degree (M.B., B.S. in Great Britain) for acceptance to postgraduate training in Clinical Genetics. The 11 departments accepting an advanced degree in Sciences (Ph.D.) feel that a good degree in the Biological sciences, with a major in Genetics, Biochemistry, Cell Biology, or Immunology, provides an adequate basis for training in Medical Genetics. Some training in a clinical specialty (Pediatrics, Medicine, Neurology, Obstetrics) o r a laboratory specialty (Pathology), before starting the training in Medical Genetics is required by the majority of Medical Departments. Sixty per cent of the respondents feel that 3 years of postgraduate training in Medical Genetics is sufficient, whereas 20 % feel that 2 years are appropriate and another 2070 recommend a 4-year duration of training. The training of non-physician Medical Geneticists poses particular problems, and some departments try to solve this by requiring one additional year. There is a wide range of opinion as to how this time should be divided. Nonetheless, the major trend is to allot about 40 % to clinical work, 40 70to laboratory work, and 20 % of time to theoretical studies (courses, seminars, etc.). The most important item in training is Clinical Genetics, followed by Cytogenetics, Biochemical Genetics, Immunogenetics, Pharmacogenetics, etc. Several respondents stress the need for flexibility on this point. All respondents except five feel that Medical Genetics should be an independent medical specialty. A qualifying examination is acceptable to 75 70 of respondents.
Corresponding 1977 ESHG Report on Genetic Counseling in Europe by M. Th. Matton was published in Clinical Genetics 1978: 14: 303-304.
