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UPCOMING MEETINGS

Combined Sections Meetings

2002: Boston, Mass, February 20–24.

2003: Tampa, Fla, February 12–16.

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Annual Conferences

2002: Cincinnati, Ohio, June 5–8.

2003: Washington, DC, June 18–21.

2004: San Francisco, Calif, June 18–21.

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GRANT AWARDS FOR DEVELOPMENT OF RESEARCH PROPOSALS

A research development award of $1000 is available to Section members to assist in the development of research proposals that will be submitted to an institution or public or private agency for funding. The purpose of the award is to fund consultants who will assist the section member to develop a competitive grant proposal. Consultants may be individuals with content or research expertise in the proposed area of investigation. Consultants may also be individuals with expertise in measurement, research design, or statistics. Consultants do not have to be physical therapists.

The research proposal that will be developed must have potential for providing information that is meaningful to pediatric physical therapy. Applicants should submit a research plan which includes: 1) a purpose statement, 2) rationale for the study, 3) an explanation of why consultation is being requested and how the consultant(s) will contribute to the proposal, and 4) where the proposal will be submitted for funding.

Include a budget indicating how the award will be spent, an abbreviated curriculum vitae of the primary investigator, and the consultant(s), and a letter from the consultant(s) agreeing to provide services that are requested. The budget may include consultation fees, travel expenses, and costs incurred in the consultation process such as long distance telephone conversations and sending printed materials.

Send four copies of your proposal to Cindy Sliwa, Executive Secretary, Section on Pediatrics, APTA, PO Box 327, Alexandria, VA 22314.

Address any questions concerning the application guidelines to Sally Westcott, PhD, PT; US mail address: Lake Washington School District, PO Box 97039, Redmond, WA 98073–9739. Letter Service Delivery address: 1650 NE 74th Street, Redmond, WA 98052. Phone: (425) 882–8170; Fax: (425) 882–8171; E-mail: swestcott@lkwash.wednet.edu.

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CLINICAL RESEARCH GRAND AWARDS

Clinical Research Grant Awards are provided to Section members who have submitted research proposals that have potential for providing meaningful information relevant to improving the clinical practice of pediatric physical therapy.

The research committee will be accepting and reviewing grant proposals in 2002 with April 1 and October 1 deadlines.

For 2002, the Section will be able to fund a minimum of four proposals with budgets of $1000 or less. The proposed study can be a thesis or dissertation. Graduate students are encouraged to apply. Budgets cannot include overhead or indirect costs.

To request application guidelines contact: Cindy Sliwa, Executive Secretary, Section on Pediatrics, APTA, PO Box 327, Alexandria, VA 22314; Phone: (800) 999–7282, ×8588; Fax: (703) 706–8578; E-mail: cindysliwa@apta.org.

Address any questions concerning the application guidelines to Sally Westcott, PhD, PT; US mail address: Lake Washington School District, PO Box 97039, Redmond, WA 98073–9739. Letter Service Delivery address: 1650 NE 74th Street, Redmond, WA 98052. Phone: (425) 882–8170; Fax: (425) 882–8171; E-mail: swestcott@lkwash.wednet.edu.

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RESEARCH AWARD

The Research Committee of the Section on Pediatrics is pleased to announce a call for nominees for the Section’s Research Award.

The Research Award is to be given in recognition of a Section on Pediatrics member who has performed sustained and outstanding basic, clinical, and/or education research pertaining to pediatric physical therapy. Evidence must be giving that the published body of research material makes meaningful contribution to the scientific basis of pediatric physical therapy.

In addition, evidence of one or more of the following should be provided: 1) oral presentations and written articles of the research have been reported to the appropriate audiences, 2) there has been an active attempt to foster research of others, and 3) work has been recognized by receipt of grants.

Submit both the name and address of the nominee. The deadline for nominations is November 1. The research award is presented to the recipient at the business meeting of the Section on Pediatrics during Combined Section Meeting. Nominations should be sent to Cindy Sliwa; Executive Secretary, Section on Pediatrics, APTA, PO Box 327, Alexandria, VA 22314.

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THESIS AND DISSERTATION AWARDS

The Thesis Award is given as recognition to an active or student member of the Section on Pediatrics who has completed an outstanding research project as partial fulfillment for a master’s degree.

The Dissertation Award is given as recognition to an active or student member of the Section on Pediatrics who has completed an outstanding research project as partial fulfillment for a doctoral degree.

Submit eight copies of the study abstract: seven (7) without name or address, and one (1) copy containing the name and address. Provide a cover letter with evidence that the thesis or dissertation was completed after January 2001, and a discussion of the relevance of the completed research to the practice of pediatric physical therapy. Research may be basic, clinical, or educational.

After screening, four (4) copies of the thesis or dissertation may be requested for review by the research committee. The deadline for receipt of abstracts is November 1. The thesis and dissertation awards are presented to the recipients at the business meeting of the Section on Pediatrics during the Combined Section Meeting.

Submit abstracts to: Cindy Sliwa, Executive Secretary, Section on Pediatrics, APTA, PO Box 327, Alexandria, VA 22314.

Address any questions concerning the application guidelines to: Sally Westcott, PhD, PT; US mail address: Lake Washington School District, PO Box 97039, Redmond, WA 98073–9739. Letter Service Delivery address: 1650 NE 74th Street, Redmond, WA 98052. Phone: (425) 882–8170; Fax: (425) 882–8171; E-mail: swestcott@lkwash.wednet.edu.

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CORE COMPETENCIES IN GENETICS ESSENTIAL FOR ALL HEALTH-CARE PROFESSIONALS

The National Coalition for Health Professional Education in Genetics (NCHPEG) endorsed these core competencies on February 14, 2000. NCHPEG is an interdisciplinary group comprising leaders from more than 100 diverse health professional organizations, consumer and voluntary groups, government agencies, private industries, managed-care organizations, and genetics professional societies. NCHPEG, partly funded by grants from the Robert Wood Johnson Foundation and the United States Department of Energy, is a national effort to promote health-professional education and access to information about advances in human genetics, to improve the nation’s health.

If you have questions about this document or would like information about NCHPEG, please contact: Joseph D. McInerney, Director, 2360 W. Joppa Road, Suite 320, Lutherville, MD 21093. Phone: (410) 583-0600; Fax: (410) 583-0520; E-mail: jdmcinerney@nchpeg.org.

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Purpose

The impetus for developing the ideal competencies related to genetics was to encourage health-care providers to integrate genetics knowledge, skills, and attitudes into routine health care to provide effective care to individuals and families.

The Core Competency and Curriculum Working Group of NCHPEG recommends that all health professionals possess the core competencies in genetics, as identified in this report, to enable them to integrate genetics effectively and responsibly into their current practice.

Competency in these areas represents the minimum knowledge, skills, and attitudes necessary for health professionals from all disciplines (medicine, nursing, allied health, public health, dentistry, psychology, social work, etc) to provide patient care that involves awareness of genetic issues and concerns.

Each health care professional should at a minimum be able to:

  • Appreciate limitations of his or her genetic expertise.
  • Understand the social and psychological implications of genetic services.
  • Know how and when to make a referral to a genetics professional.
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Background

During the last decade, the evolution of scientific discoveries from the study of genetics has provided information with potential for tremendous influence on health care. Understanding the role genetics plays in health and disease provides the means to integrate such information into diagnosis, prevention, and treatment of many common diseases and to improve the health of society. Genetic discoveries are already making their way into mainstream health care. Patients are beginning to ask providers about genetic services. Primary-care professionals face economic, institutional, and professional opportunities and challenges in managing persons at risk for inherited conditions. As outlined by the Institute of Medicine Report on the Future of Public Health (IOM, 1988), public health agencies will have an increasing role in assessing the health needs of populations, working with the private sector in ensuring the quality of genetic tests and services, and evaluating the impact of interventions on medical, behavioral, and psychosocial outcomes. Ultimately, health-care providers, regardless of specialty area, role, or practice setting, will face questions about implications of genetics for their patients. The fast pace of genetic advances and the paucity of professional training in genetics leave many providers without up-to-date answers for their patients.

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Implementation

It is essential that persons and groups responsible for continuing education, curriculum development, licensing, certification, and accreditation bodies for all health-care disciplines adopt these recommendations and integrate genetics content into ongoing education. The competencies provide direction for curriculum content that can be used in the design of seminars, workshops, and academic preparation. There is a need for commitment on the part of all educators to incorporate genetic information into all levels of professional education. Enhanced genetics competency will help us to meet the changing demands of the health care system and promote human benefit as a result of discoveries in genetics and genetic medicine. Although this list may appear challenging, it is important to prepare for the reality of tomorrow and not only for the needs of today.

This document is a work in progress, because it is likely that the knowledge produced by the Human Genome Project and related activities will create an ongoing need to assess and revise expectations. Although the list is extensive, NCHPEG believes that the recommendations provide a useful tool for organizing the teaching of basic genetics in many educational settings and can be modified for a particular discipline.

Those health professionals involved in the direct provision of genetics services may require additional training to achieve an appropriately higher level of competence. Indeed, there are a number of examples of specific recommendations for training of professionals who require specialized knowledge of genetics. 1–14

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Recommendations

Note: Throughout this document, the term “clients” includes individuals and their sociological and biological families.

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Knowledge

All health professionals should understand:

  • 1.1 Basic human genetics terminology
  • 1.2 The basic patterns of biological inheritance and variation, both within families and within populations
  • 1.3 How identification of disease-associated genetic variations facilitates development of prevention, diagnosis, and treatment options
  • 1.4 The importance of family history (minimum three generations) in assessing predisposition to disease
  • 1.5 The role of genetic factors in maintaining health and preventing disease
  • 1.6 The difference between clinical diagnosis of disease and identification of genetic predisposition to disease (genetic variation is not strictly correlated with disease manifestation)
  • 1.7 The role of behavioral, social, and environmental factors (lifestyle, socioeconomic factors, pollutants, etc) to modify or influence genetics in the manifestation of disease
  • 1.8 The influence of ethnoculture and economics in the prevalence and diagnosis of genetic disease
  • 1.9 The influence of ethnicity, culture, related health beliefs, and economics in the clients’ ability to use genetic information and services
  • 1.10 The potential physical and/or psychosocial benefits, limitations, and risks of genetic information for individuals, family members, and communities
  • 1.11 The range of genetic approaches to treatment of disease (prevention, pharmacogenomics/prescription of drugs to match individual genetic profiles, gene-based drugs, gene therapy)
  • 1.12 The resources available to assist clients seeking genetic information or services, including the types of genetics professionals available and their diverse responsibilities
  • 1.13 The components of the genetic-counseling process and the indications for referral to genetic specialists
  • 1.14 The indications for genetic testing and/or gene-based interventions
  • 1.15 The ethical, legal, and social issues related to genetic testing and recording of genetic information (e.g., privacy, the potential for genetic discrimination in health insurance and employment)
  • 1.16 The history of misuse of human genetic information (eugenics)
  • 1.17 One’s own professional role in the referral to genetics services, or provision, follow-up, and quality review of genetic services
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Skills

All health professionals should be able to:

  • 2.1 Gather genetic family-history information, including an appropriate multigenerational family history
  • 2.2 Identify clients who would benefit from genetic services
  • 2.3 Explain basic concepts of probability and disease susceptibility, and the influence of genetic factors in maintenance of health and development of disease
  • 2.4 Seek assistance from and refer to appropriate genetics experts and peer support resources
  • 2.5 Obtain credible, current information about genetics, for self, clients, and colleagues
  • 2.6 Use effectively new information technologies to obtain current information about genetics
  • 2.7 Educate others about client-focused policy issues
  • 2.8 Participate in professional and public education about genetics
  • Skills 2.9–2.17 delineate the components of the genetic-counseling process and are not expected of all health-care professionals. However, health professionals should be able to facilitate the genetic-counseling process and prepare clients and families for what to expect, communicate relevant information to the genetics team, and follow up with the client after genetics services have been provided. For those health professionals who choose to provide genetic-counseling services to their clients, all components of the process, as delineated in 2.9–2.17 should be performed.
  • 2.9 Educate clients about availability of genetic testing and/or treatment for conditions seen frequently in practice
  • 2.10 Provide appropriate information about the potential risks, benefits, and limitations of genetic testing
  • 2.11 Provide clients with an appropriate informed consent process to facilitate decision making related to genetic testing
  • 2.12 Provide, and encourage use of, culturally appropriate, user-friendly materials/media to convey information about genetic concepts
  • 2.13 Educate clients about the range of emotional effects they and/or family members may experience as a result of receiving genetic information
  • 2.14 Explain potential physical and psychosocial benefits and limitations of gene-based therapeutics for clients
  • 2.15 Discuss costs of genetic services, benefits and potential risks of using health insurance for payment of genetic services, potential risks of discrimination
  • 2.16 Safeguard privacy and confidentiality of genetic information of clients to the extent possible
  • 2.17 Inform clients of potential limitations to maintaining privacy and confidentiality of genetic information
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Attitudes

All health professionals should:

  • 3.1 Recognize philosophical, theological, cultural, and ethical perspectives influencing use of genetic information and services
  • 3.2 Appreciate the sensitivity of genetic information and the need for privacy and confidentiality
  • 3.3 Recognize the importance of delivering genetic education and counseling fairly, accurately, and without coercion or personal bias
  • 3.4 Appreciate the importance of sensitivity in tailoring information and services to clients’ culture, knowledge, and language level
  • 3.5 Seek coordination and collaboration with interdisciplinary team of health professionals
  • 3.6 Speak out on issues that undermine clients’ rights to informed decision making and voluntary action
  • 3.7 Recognize the limitations of their own genetics expertise
  • 3.8 Demonstrate willingness to update genetics knowledge at frequent intervals
  • 3.9 Recognize when personal values and biases with regard to ethical, social, cultural, religious, and ethnic issues may affect or interfere with care provided to clients
  • 3.10 Support client-focused policies
  • Print copies of the Core Competencies are available from the NCHPEG office. We will provide up to five copies at no cost. For more than five copies, the cost is $2.00/copy, plus shipping.
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REFERENCES

1. Collins F. Shattuck lecture: Medical and social consequences of the Human Genome Project. N Engl J Med. 1999; 341: 28–37.
2. Touchette N, Holtzman NA, Davis JG, et al. (Eds). Toward the 21st Century: Incorporating genetics into primary health care. Cold Spring Harbor, NY: Cold Spring Harbor Laboratory Press; 1997.
3. Institute of Medicine. The future of public health. Washington, DC: National Academy Press; 1988.
4. Secretary’s Advisory Committee on Genetic Testing. Adequacy of oversight of genetics tests; 2000. Available at: http://www4.od.nih.gov/oba/sacgt.html.
5. American Family Physician. AAFP Core Educational Guidelines; 1999. Available at: http://www.aafp.org/afp/990700ap/core.html.
6. American Society of Clinical Oncologists. Cancer Genetics Curriculum. Available at: http://www.asco.org,1997.
7. American Society of Human Genetics Information, and Education Committee. ASHG Report from the ASHG Information and Education Committee: Medical School Curriculum in Genetics. Am J Hum Genet. 1995; 56: 535–537.
8. Association of Professors of Human Genetics. Clinical objectives in medical genetics for undergraduate medical students. Genet Med. 1998; 1: 54–55.
9. Fine B, Baker D, Fiddler M. ABGC Consensus Development Consortium. Practice-based competencies for accreditation of and training in graduate programs in genetic counseling. J Genet Counsel. 1996; 5: 113–121.
10. Hayflick S, Eiff M. Role of primary care providers in the delivery of genetic services. Community Genet. 1998; 1: 18–22.
11. Jenkins J, Dimond E, Steinberg S. Preparing for the future through genetics nursing education. J Nurs Scholarsh. 2001; 33: 191–195.
12. Reynolds P, Benkendorf J. Genes and generalists: why we need professionals with added competencies. Culture Med. 1999; 171: 375–379.
13. Stephenson J. Group drafts core curriculum for “What docs need to know about genetics”. JAMA. 1998; 279: 735–736.
14. Taylor-Brown S, Johnson A. Genetics Practice. Update available at: http://www.naswdc.org, 1998.
© 2001 Lippincott Williams & Wilkins, Inc.