Number
435
Name
Integrating Genomics and Biomedical Informatics into Founder Populations Focused Module for Medical Education
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Samiksha Prasad, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, FL, USA
Daniel Griffin, University of Texas at Tyler School of Medicine
Presentation Topic(s)
Instructional Methods
Description
PURPOSE Medical students increasingly require genomic literacy to provide
equitable care, particularly to patients from small or isolated communities
where genetic disorders may be more prevalent due to founder effects and
limited genetic diversity. However, few structured curricula focus on
genomics education contextualized for such populations. This study describes
an adaptable educational module for delivering a module focused on providing
appropriate care to Founder populations.
METHODS This 2-hour session integrates multiple pedagogical approaches,
including pre-class readings, interactive journal club, video-based learning,
and small-group risk-benefit analysis discussions. Using a case of RYR2
duplication in the Amish community, students critically evaluate genomic
data, ethical considerations, and family-based implications. This module was
implemented in a second-year medical curriculum. Learners were provided with
materials for instructions in sequential disclosure based on the stage of the
session. These included pre-readings, slide decks, activity guides,
assessments, and reflective prompts that may facilitate adoption by other
institutions.
RESULTS The session has demonstrated strong learner engagement since its
implementation. Student reflective essays show measurable growth in genomic
reasoning and ethical reflection related to community-based genetic
conditions. Participants effectively apply biomedical informatics tools and
demonstrate improved understanding of genetic counseling principles in
underserved populations.
CONCLUSION This small community-focused genomics education module
successfully builds student competency in genomic medicine while emphasizing
health equity considerations. The session can be readily adapted by other
medical schools, particularly those serving or preparing students to serve
small/ closed or rural communities, and enables broader integration of
contextualized genomics education across medical curricula. This approach
addresses a critical gap in preparing future physicians to deliver equitable
medicine to diverse patient populations with unique circumstances.
equitable care, particularly to patients from small or isolated communities
where genetic disorders may be more prevalent due to founder effects and
limited genetic diversity. However, few structured curricula focus on
genomics education contextualized for such populations. This study describes
an adaptable educational module for delivering a module focused on providing
appropriate care to Founder populations.
METHODS This 2-hour session integrates multiple pedagogical approaches,
including pre-class readings, interactive journal club, video-based learning,
and small-group risk-benefit analysis discussions. Using a case of RYR2
duplication in the Amish community, students critically evaluate genomic
data, ethical considerations, and family-based implications. This module was
implemented in a second-year medical curriculum. Learners were provided with
materials for instructions in sequential disclosure based on the stage of the
session. These included pre-readings, slide decks, activity guides,
assessments, and reflective prompts that may facilitate adoption by other
institutions.
RESULTS The session has demonstrated strong learner engagement since its
implementation. Student reflective essays show measurable growth in genomic
reasoning and ethical reflection related to community-based genetic
conditions. Participants effectively apply biomedical informatics tools and
demonstrate improved understanding of genetic counseling principles in
underserved populations.
CONCLUSION This small community-focused genomics education module
successfully builds student competency in genomic medicine while emphasizing
health equity considerations. The session can be readily adapted by other
medical schools, particularly those serving or preparing students to serve
small/ closed or rural communities, and enables broader integration of
contextualized genomics education across medical curricula. This approach
addresses a critical gap in preparing future physicians to deliver equitable
medicine to diverse patient populations with unique circumstances.