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The demand for genetic counseling services is increasing worldwide. This paper highlights the Australian experience of genetic
counselor education and the history of the profession. The relevance of local factors, including the healthcare system, the
education system and the small population in the evolution of the 1-year training programs are considered as an alternative
model for emerging programs. The development of the education and training processes compared to that of other countries namely
the United States of America (USA), the United Kingdom (UK) and Canada is discussed. The importance of international collaborations
between the programs, to facilitate academic discussion and possible curriculum innovations, and to maintain professional
understanding between genetic counselors is emphasized. Core genetic counseling competencies have been published for the UK
and USA and an Australian set is proposed. In conclusion future directions are considered, including international issues
around genetic counseling certification, reciprocity, and the potential for an Australian role in training genetic counselors
in South East Asia. 相似文献
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Melody A. Menezes Jan M. Hodgson Margaret A. Sahhar MaryAnne Aitken Sylvia A. Metcalfe 《Journal of genetic counseling》2010,19(6):640-652
Prenatal genetic counselors work with clients who are at risk of having a child with a fetal anomaly, or who have been diagnosed
with a fetal anomaly. This can raise challenging ethical, moral and legal issues for both clients and counselors. Few studies
have explored whether this type of work impacts on genetic counselors themselves. Interviews were conducted with 15 prenatal
genetic counselors, five from Toronto, Canada and ten from Melbourne, Australia. A qualitative approach was used to allow
for an in-depth exploration of the experiences of genetic counselors working in the prenatal setting. While participants reported
that working in a prenatal setting affected them in several ways, this paper focuses on one particular unanticipated finding—that
of the impact experienced by counselors from both countries while working when pregnant. 相似文献
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This article examines the first ladies' autobiographies as works that reveal their author-subjects' perspectives and interpretations. Attention is focused on the White House years and, more specifically, on the author-subjects' depiction of their performance of the gender-based roles attributed to the first ladyship. Consistent patterns are identified in the autobiographers' narrative styles, with a slant (persuasive) narrative style predominating and a direct (argumentative) narrative style typically reserved to countering critics. The implications of this interpretation, for the individual first ladies and for the institution of the first ladyship, are profound. 相似文献
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The role of a genetic counselor often entails providing education to patient, community and/or health professional groups.
While counseling supervision assists genetic counselors to be reflective about their clinical work and to enhance clinical
skills, evaluation is a rather analogous process in the provision of education. Program evaluation of education activities
can be applied to provide information about the needs of the target group (needs assessment), the delivery of the program
(process evaluation) as well as determining the extent to which the education activity has met its intended aims (summative
evaluation). Evaluation assists the educator to assess the impact of their program and provides an evidence base about genetics
education. Although program evaluation can be a complex activity, the tools are ones that can be used by individuals to evaluate
single or simple education activities. The components of evaluation are discussed with reference to genetic counseling practice
and three very different examples of actual evaluations are provided to illustrate the diversity of evaluation strategy and
programs to which it can be applied. 相似文献
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