Genomics Education in the Era of Personal Genomics: Academic, Professional, and Public Considerations

Abstract

Since the completion of the Human Genome Project in 2003, genomic sequencing has become a prominent tool used by diverse disciplines in modern science. In the past 20 years, the cost of genomic sequencing has decreased exponentially, making it affordable and accessible. Bioinformatic and biological studies have produced significant scientific breakthroughs using the wealth of genomic information now available. Alongside the scientific benefit of genomics, companies offer direct-to-consumer genetic testing which provide health, trait, and ancestry information to the public. A key area that must be addressed is education about what conclusions can be made from this genomic information and integrating genomic education with foundational genetic principles already taught in academic settings. The promise of personal genomics providing disease treatment is exciting, but many challenges remain to validate genomic predictions and diagnostic correlations. Ethical and societal concerns must also be addressed regarding how personal genomic information is used. This genomics revolution provides a powerful opportunity to educate students, clinicians, and the public on scientific and ethical issues in a personal way to increase learning. In this review, we discuss the influence of personal genomics in society and focus on the importance and benefits of genomics education in the classroom, clinics, and the public and explore the potential consequences of personal genomic education.

Keywords: Human Genome; bioethics; genetic testing; genomics education; personal genomics; science education; sequencing.

Figure 1

Number of college genomic education publications since 2000: Ninety-nine studies from 2000 to 2019 were surveyed. Of the 99 published studies, 4 were published between 2000 and 2004, 11 were published between 2005 and 2009, 33 were published between 2010 and 2014, and 55 were published in the last five years (2015 to present).

Figure 2

Targeted or reported college student major composition of undergraduate/graduate classes. Of the 99 personal genomics studies we surveyed, we analyzed the target student audience or the reported class major composition. We found that 44 of the studies spanned multiple majors or did not specify their target student audience, 32 of the studies were focused on life science students, 15 on nursing students, 2 on pre-medicine students, 3 on non-science majors, and 4 on other disciplines.

Figure 3

Workflow of first-year medical anatomy lab and genomics. Cadavers are dissected by students and traits about the cadaver are observed and recorded. DNA samples are isolated from various organs, including the heart and liver. Samples are sequenced and professors assign SNPs to different student groups who characterize the SNPs and associate them with cadaver traits. The students present their research in a 15-minute PowerPoint presentation [76].

Figure 4

Five “entrustable professional activities” or EPAs necessary for physician instrumentation of genomics in the medical field and areas of focus for analyzing physician genomic competency adapted from [93]. These EPAs include family history, genomic testing, somatic genomics, and microbial genomics which all play a vital role in improving patient treatment.

Figure 5

Summary of the importance of and needs for genomic education across various academic, professional, and public platforms.