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At least 19 recordsLinked to original sources
PubMed2026

Educational approaches to enhance genomics competencies among health sciences students: A scoping review with implications for nursing education.

INTRODUCTION: Genomics is increasingly recognized as essential for precision health, yet its integration into undergraduate nursing and other health sciences curricula remains limited. Persistent gaps in genomics literacy and confidence among students and professionals indicate that current educational approaches may not adequately prepare graduates for genomics-informed care and precision health. The aim of this review is to map educational approaches and methods used to enhance genomic competencies among undergraduate health sciences students and discuss implications for nursing education. METHODS: Scoping review, reported in accordance with PRISMA-ScR recommendations. Systematic search in CINAHL Ultimate, ERIC, and MEDLINE for studies published in English between January 2015 and December 2024 was undertaken. Data were charted using a standardized extraction form and synthesized descriptively and narratively, grouping interventions by educational approach, methods, strategies, techniques, and tools. RESULTS: Thirty-one studies were included, mostly from the United States, involving primarily medical and nursing students. Educational approaches centered on experiential and practice-based learning, simulation, case- and problem-based learning, flipped classrooms, collaborative or interprofessional learning, narrative and arts-based methods, and technology-enhanced strategies such as virtual labs, online modules, and digital storytelling. These approaches were associated with improvements in genomic knowledge, application to clinical scenarios, ethical awareness, engagement, and self-reported confidence, although outcomes were predominantly short-term. CONCLUSIONS: Genomics education for health sciences students is characterized by diverse, largely experiential and student-centered approaches. Integration into curricula remains fragmented and often focused on genetics rather than broader genomics and precision health. Nurse educators should prioritize integrated, authentic, and ethically informed genomics education, supported by educator development and digital technologies, including generative AI, to prepare graduates for precision nursing care.

Genomics↗
PubMed1979

Evaluation of an academic reinforcement program for health science students.

An Academic Reinforcement Program has been used for three years at the University of Texas Medical Branch to assist health science students with test taking, note taking, memorization, labeling, charting, and time-scheduling techniques. An evaluation indicated that the majority of students who have learned the techniques improved their academic grades with less expenditure of study time, learned to deal with some problems which affected their studies, and gained self-confidence through the encouragement and support of the staff who taught the techniques.

Education, Medical↗
PubMed1979

Attitudes of health science students towards teaching practices, examinations, and other related issues.

A brief multiple choice questionnaire explored the attitudes of students enrolled in several health science faculties (medicine, pharmacy, nursing, and physical and health education). A substantial proportion indicated a wish for more challenging lectures. On the other hand, the majority of students devoted less than one hour of personal study per week to required 'courses', interest in health-related 'courses' being particularly weak. Small textbooks with minimal references were desired, and relatively little use was made of free lecture handouts. Financial constraints had little influence on personal study, but affected textbook purchase. The demand for 'handouts' would have been reduced by a charge. Frequent term examinations as a stimulus to learning were favoured by all groups, as were full or challenging presentations by instructors. Team teaching, although favoured generally, was not equally appealing to all groups.

Adult↗
PubMed1979

Augmentation of clinical services in rural areas by health sciences students.

Over a five-year period 230 senior-level students in medicine, nursing, and pharmacy served in clinics located throughout five rural communities. Students participated in the development of the clinics and in the organization of services that otherwise would not have been delivered. Community-based preceptors helped integrate the students' learning about community processes. The project provided experiential learning and interdisciplinary interactions that were enthusiastically received by the students. Follow-up surveys suggested that the experience reinforced interest in eventual practice in rural areas and in interdisciplinary settings. The project demonstrated that students were able to provide clinical services which were useful and acceptable to the communities and which were supported by local practitioners.

Ambulatory Care Facilities↗
PubMed1977

Observations on a rural health manpower project.

The Rural Externship Program was developed by the Lakes Area Regional Medical Program in conjunction with the State University of New York at Buffalo and the health professionals of western New York and northwestern Pennsylvania. It was designed to encourage health science students to practice in a rural area following graduation. This interdisciplinary program provides health science students with an eight-week summer living-working experience in a rural environment, supervised by practitioner-preceptors. The intent is to develop their appreciation of rural health care and life-styles. Since the summer of 1970, 240 students have participated. This paper describes and discusses the project and presents measures of the externs' changes in attitudes toward rural practice which occurred after they participated in the program. A survey of externs who have graduated shows the effect of the program on their decision to locate. Of the 61 externs contacted, 55 percent indicated that they were in rural practice, and 53 percent of the latter indicated that their experience in the Rural Externship Program was an important factor in their decision to practice in a rural area.

Attitude of Health Personnel↗
PubMed1977

The health team training model: a teaching-learning approach in community health.

Health science students worked as members of interdisciplinary health teams as the teams provided services to multiple-problem Appalachian families. The family became the focus of attention in care delivery while the Problem-Oriented Medical Record (POMR) and the family health plan were used by the teams to provide services. Intra-team issues that evolved included communication, decision making, leadership style, and role identity.

Appalachian Region↗
PubMed1979

An attitude survey of the effects of marijuana on sexual enjoyment.

Determined attitudes on the effects of marijuana on sexual enjoyment by self-report for a group of 84 graduate students of health sciences. The students were grouped in three categories: those who had sexual experience while under the influence of marijuana (experienced smokers), those who have smoked marijuana but who have not had such experience (non-experienced smokers), and non-smokers. Results are again inconclusive despite the fact that a majority in each category responded in a positive manner to the initial question concerning the effect of marijuana on the enjoyment of sexual intercourse. There is sufficient support to indicate that at least some experienced smokers have derived an enhancement of sexual pleasure while they were using marijuana. The implication is that there may be value in researching the use of marijuana in treatment of sexual disorders.

Adult↗
PubMed1978

A model for epidemiologic research.

Health sciences students should understand the fundamentals of epidemiologic methods that can lead to major advances in the treatment of disease. To this end, the research process is defined and a three-dimensional model that considers some basic elements of epidemiologic research--time, place, and strategy--is described. The strategies available to the investigator (descriptive, analytic, and experimental) and the possible time frames (retrospective, concurrent, and prospective) are illustrated in terms of field investigations that involve problems of infection, nutrition, dysplasia, metabolism, and cancer. It is believed that epidemiologic studies, no matter where they are performed, have certain features in common, especially those related to the elements of strategy and time.

Epidemiologic Methods↗
PubMed1978

The Health Science Institute: an experience in learning.

The Health Science Institute of Howard University was initiated during the summer of 1973 by students and faculty members in the Colleges of Liberal Arts and Pharmacy and Pharmacal Sciences to address one of the major problems related to the overall poor status of health-care delivery for residents of the nation's underserved areas-the critical health manpower shortage.

Academies and Institutes↗
PubMed1977

Administration of education programs in academic health centers.

Because of their expanding budgets, facilities, enrollments and staff, and because of increasing responsibilities for rendering health services, academic health centers must make major administrative decisions. We believe that these centers should remain within the university structure to facilitate interdisciplinary education, should better integrate the activities of the faculties of their component schools, and should prepare more purposefully for the multiprofessional teams that will deliver primary care in the future. Basic-science departments should also improve institutional programs for serving students in all the health sciences. A center's chief administrative officer, a vice-president for health affairs, should have clearly defined lines of authority over the center's operations, including those of the university hospital. In spite of burdensome governmental regulations, centers should cooperate with legislative efforts in health planning, in developing experimental models for new delivery systems and in supporting studies that will underlie equitable rate regulation.

Delivery of Health Care↗
PubMed1979

The volunteer patient as an educational resource.

In this article the authors describe the contribution to health science teaching made by volunteer patients in a purely educational setting. Patients with documented illnesses volunteer to give their own history, to be examined, and frequently to provide feedback to students. The over 2,500 such volunteer patients who have participated in this program in a six-year period are enthusiastic and highly motivated. Significant educational benefits are achieved, including the assumption of teaching responsibilities by nonprofessionals. The fact that this large number of ambulatory patients is available suggests that the majority of patients in active treatment settings may also appreciate their opportunity to cooperate in the education of health science students.

Ambulatory Care↗
PubMed1979

The LeMoyne-Owen College--UTCHS cooperative educational program: a model for minority recruitment.

A program of cooperative education between LeMoyne-Owen College and the University of Tennessee Center for the Health Sciences (UTCHS) was designed to attract students from the undergraduate institution to the various health professional schools at UTCHS. The program was initiated by a black faculty member at UTCHS. It involved a faculty exchange between the two institutions and the implementation of several changes in the pre-health science curriculum at the undergraduate institution. Other components of the program included: the gift of equipment and supplies to LeMoyne-Owen College by UTCHS; counseling of LeMoyne-Owen students by UTCHS faculty members; the generation of private funds by the faculty and staff at UTCHS for the support of LeMoyne-Owen students participating in the cooperative education program; and broad exposure of LeMoyne-Owen students to the laboratories and clinical facilities at UTCHS.

Black or African American↗
PubMed1978

Health care professionals: a model for teaching the components of society-culture-personality in the delivery of care.

In recent years, the behavioral sciences have contributed tremendously tot he education of future physicians, dentists, nurses, and other health care professionals. With the inclusion of the behavioral sciences component in the National Board Examination (1972), many medical schools have revised their curricula to include sociology in the training of the future physician. However, the tremendous shortage of qualified social scientists made it difficult to meet the needs of medical schools and health programs in the country.In view of this problem, this paper will present a single conceptual model that can be used as an organizational device for teaching some basic social science concepts to health care students and to assist them in the comprehension of the impact of society-culture-personality (SCP) on the health care institution as a whole. Uses of this model have been presented elsewhere.(1,2)

Culture↗