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Genomics_APHA.ppt
- 1. Columbia University School of Nursing American Public Health Association October 24, 2001 Genetic/Genomic Competencies for Public Health Stephen Margolis, PhD; Kristine M. Gebbie, DrPH, RN; Andrew Faucett, MS, CGC; Genetics Competencies for Public Health Workforce Team
- 2. Why GENOMICS not Genetics • Genomics is a new evolving term • Workgroup chose to encourage “thinking outside the box”
- 3. Genetics is currently thought of in relation to conditions: • That most people working in public health are rarely involved with • Learning genetics had limited value for a public health career • Examples include chromosome abnormalities such as Down syndrome and single gene mutations such as Cystic Fibrosis or PKU
- 4. GENOMICS refers to those conditions plus …. • Discoveries from the Human Genome Project (HGP) which show that most adult onset and chronic diseases can be partially caused or prevented by genetic factors • Environmental factors also play a significant role • Nature and Nurture, not versus
- 5. Two Categories Rare gene / High risk • Gene frequency usually less than 10% but risk for disease can be greater than 50% • HNPCC Colon Cancer • BRCA 1 and 2 Breast Cancer • MODY 1,2,3 Diabetes • Alpha-synuclein Parkinson Disease
- 6. Two Categories Common gene / Moderate risk • Genes that are very common in the general population (30-50%) but only increase the risk moderately and almost always require environmental factors and other genes • ApoE Alzheimer • Factor V Leiden Stroke / Clotting • CCR5 HIV/AIDS resistance
- 7. Genomics and Public Health • Human diseases result from gene-environment interaction • Public health leadership needed to translate gene discoveries • Genetics affects all public health functions: assessment, policy development and assurance • Public health must plan to train the workforce in order to build genetics capacity across programs
- 8. Human Genome Project future impact • Understand biological basis of diseases • Predict disease susceptibility before symptoms • Interventions targeted to disease biology • Pharmacotheraphy • Individualized prevention – “Individually Sized”
- 9. CDC WHO Genetics Plays a Role in Most Disease • Heart Disease • Cancer • Stroke • COPD • Injury • Pneumonia / Influenza • Diabetes • Suicide • Kidney Disease • Chronic Liver Disease • Heart Disease • Stroke • Pneumonia • HIV / AIDS • COPD • Diarrhea • Perinatal • Tuberculosis • Trachea/bronchus/lung cancer • Traffic Accidents
- 10. Why Now ? • Technology will produce inexpensive and efficacious genomic risk tests • We will have to evaluate relative risk to the community • We will have to develop focused messages to those at high risk • Consistent with overall public health workforce initative
- 11. Team Leaders • Laboratory Lou Turner • Administration Deborah Klein-Walker • Clinicians Kristine Gebbie / Mary Ellen Mortensen • Health Educators Karen Greendale • Environmentalist Robert Marino • Epidemiologist Peter D. Rumm
- 12. Team Members Jesse Huang Bob Fineman Jan Friedman Michele Puryear Tal Holmes Luanne Williams Steve Hinricks Vaughn Upshaw Richard Hopkins Harold Bengsch Scott Zimmerman Andy Faucett Joe Kimbrell Robert Rolfs Elaine Krueger Katherine Kelly Kathy Vincent Theresa Long Jean Chabut Jennifer Woodward Luann White Frances Downes Kathleen Minor Alan Gutmacher Kathy Peppe Robert Teclaw Susan Metcalf Eric Blank Karina Boehm Elizabeth Tilson Robert Jones Epidemiology Environmental Laboratory Health Educator Clinician Administration
- 13. CDC Support Center for Environmental Health Office of Genetics Public Health Practice Program Office
- 14. The Process • Consistent with other competency definition projects in emerging area of practice A combination of expert opinion and consultation with practice field • Key dates March 2000 – Team Leaders Meet August 2000 – Teams Meet and Draft 6 Sets Drafts Revised & Combined – Email & Conference Call March 2001 – Team Leaders Meet – Edit & Cut – Format April 2001 – Outside Review by 60+ Associates of Team Members May 2001 – Comments Combined – Team Leaders Review by Email June 2001 – Document Released on OGDP Web Site
- 15. Individual competencies • Complex combination of knowledge, skills and abilities demonstrated by organization members that are critical to the effective and efficient function of the organization (Center for Public Health Practice, Emory University).
- 16. Competency categories • All Public Health Workers • All Professional Workers • Specialty/Concentration-Specific Leaders/administrators Clinicians Epidemiologists Health educators Laboratorians Environmental health workers
- 17. Competency statements have many uses • Updating/revising job descriptions Do appropriate job descriptions include reference to genomics • Employee orientation and training As appropriate to program or profession • Self-assessment by workers Am I able to …
- 18. All Public Health workers should • Demonstrate basic knowledge of the role that genomics has in the development of disease • Identify the limits of his/her genomic expertise • Make appropriate referrals to those with more genomic expertise
- 19. All Public Health professionals should • Apply the basic public health sciences … utilizing the genomic vocabulary … • Identify ethical and medical limitations … • Maintain knowledge on the development of genetic advances • Identify the role of cultural, social, behavioral, environmental and genetic factors in … disease
- 20. and should • Participate in strategic policy planning … • Collaborate … to solve genomic related problems • Participate in the evaluation of … genomic services in public health • Develop protocols to insure informed consent and .. protection
- 21. Additionally, as appropriate to discipline, agency or program • Leaders / Administrators – 9 more e.g., communicate to policy makers • Clinicians – 5 more e.g., apply genomic concepts to clinical services • Epidemiology / Data Management – 9 e.g., accurately describe sensitivity/specificity of genetics tests
- 22. • Health Educators – 7 more e.g. differentiate between genomic education and genetic counselling • Laboratory – 7 more e.g., perform genetic assays with appropriate validation studies • Environmental health workers- 6 more apply risk communication principles and genomic knowledge accurately
- 23. Genomic Competencies www.cdc.gov/genetics/ Questions / Comments Andy Faucett aif3@cdc.gov Columbia University School of Nursing