genetic counseling thesis topics

Thesis Project

All graduate students in genetic counseling complete a research project as a requirement of the master's degree. Faculty assist students in the selection of a primary faculty adviser and formulation of an original research project. Students and their primary adviser then select an expert thesis committee to help guide them through the conduct of the study.

The goals of the research project are to:

• Gain a thorough understanding of the research process
• Learn to critically evaluate research studies
• Formulate an original research question to add to the body of genetic counseling knowledge
• Implement study design and data collection
• Understand research methodology and the statistical tools necessary to analyze data
• Formally defend and write a thesis paper
• Present the findings of the project at the annual Graduate Program in Genetic Counseling Student Research Colloquium
• Have the opportunity to submit work for publication and present findings at national conferences

Preparation

Preparation for the research project begins in the fall quarter of the first year with a course in Research Methods. This course is designed to help the student gain a better understanding of qualitative and quantitative study design and interpretation.

It also emphasizes tools and skills needed for thesis development. By the end of this course, students are prepared to develop a research proposal under the guidance of their thesis committee and begin the process of obtaining programmatic and institutional review board approval.

Conducting Research

During the winter quarter, students begin the implementation of their research project, with up to $1,000 in research funding available through the program. After the project is underway, students will periodically meet with their thesis committee to review the project's progress and receive guidance. The project culminates in an oral defense to the committee, a written thesis and a presentation at the Graduate Program in Genetic Counseling Student Research Colloquium. Graduates write a formal thesis and are strongly encouraged to submit their work for presentation at relevant national meetings (such as NSGC, ASHG and ACMG) in preparation for publication.

Past Thesis Topics

  class of 2023.

• Cancer Genetic Counselors' Perceptions of Self-Competence and Resource Utilization when Counseling Adults with Intellectual Disabilities
• Examining How Newborn Screening Information is Used in the Sudden Unexplained Infant Death (SUID) and Sudden Death in the Young (SDY) Case Registry
• Physician preparedness for Genetic Counseling in a Pediatric Cancer Center in Egypt
• Make it Better: Perspectives on Mental Health Support in Genetic Counseling Graduate Programs Among Recent Graduates
• Parental Experiences and Attitudes of False Positives from Lysosomal Storage Disorders Newborn Screening: Qualitative Study
• Measuring Historical Variant Reclassification in Inherited Retinal Dystrophy and its Impact on Clinical Genetic Testing
• Exploring the Expanding Roles of General Pediatric Genetic Counselors with Progressively Limited Collaboration from Medical Geneticists
• Knowledge of Inherited Cancer Risk in Individuals with Prostate Cancer and Implications for Genetic Counseling and Testing
• Genetic Counselors' Perspectives on Working with Federally Qualified Healthcare Centers (FQHCs) to Increase Genetic Counseling Visits for Hereditary Cancers
• Exploring Gastroenterology Clinicians' Perspectives on Genetic Counseling and Genetic Testing for Hereditary Polyposis Syndromes
• Genetic Counseling Program Directors' Perspectives on their Role in Supporting Students' Mental Health
• "If I Knew More…I Would Feel Less Worried" – Filipino Americans' Attitudes and Knowledge of Genetic Disease, Testing, and Counseling
• Minority Genetic Professionals Network (MGPN) and its Contribution to a Sense of Belonging in the Field of Genetic Counseling
• What's My Risk?: Experiences and Risk Perceptions of East Asian Americans with a Family History of Breast Cancer
• Transition Readiness in Adolescent & Young Adult Patients with Phenylketonuria (PKU)
• Assessing Genetic Counselors' Perspectives on Acceptability, Feasibility, and Readiness of Chatbots in Genetic Counseling
• Exploring the Perspectives and Experiences of Genetic Counseling Students and Graduates Who Identify as First-Generation Students
• Characterizing Genetic Counseling Trends for Hereditary Melanoma: Consensus and Disagreement in Current Practice
• What do the Female Partners Think? Exploration of Perceived Male Partner Roles by Asian American Female Partners in the Context of Prenatal Testing
• Assessing Prenatal Genetic Counselors’ Perceived Mental Wellbeing and Abortion Stigma Face in a Post  Roe v. Wade  United States

  Class of 2022

• The Post-Diagnostic Odyssey of Families With Ultra-Rare Genetic Syndromes: The Bohring-Optiz Syndrome (BOS) Perspective
• Function, genotype and neurodevelopmental phenotype relationships in KCNQ2-related epileptic encephalopathy
• The biogenetic decision-making processes and perceived utility of genetic counseling amongst LGBTQ+ couples pursuing assisted reproductive technology
• Examination of Dialogues Between Females Identified as Carriers Through Carrier Screening and the Male Pattern Who Did Not Follow-Through
• Genetic counselors’ perceived preparedness for roles in the assisted reproductive technology specialty
• Healthcare decision makers’ perspectives on the creation of new genetic counselor positions in North America: Making the case for psychiatric genetic counseling
• Exploring primary care physicians integration of genetic counselors in the primary care setting
• Exploring the utilization of sponsored genetic testing panels in pediatric epilepsy
• Retrospective-Matched Analysis of Disease Progression in the Treatment of Early Onset Niemann Pick Disease Type C With Intrathecal Adrabetadex
• Exploring Genetic Counselor Perspectives on Commercial Financial Assistance Programs for Hereditary Cancer Testing
• Caregivers’ perspective on newborn screening for late-onset Fabry disease
• A retrospective data analysis for estimation of genetic anticipation in families with Lynch syndrome due to mutations in MLH1
• Exploration of Experiences and Factors Influencing East Asians to Choose a Career in Genetic Counseling
• "Hope at a better chance": Perspectives on genetic counseling and testing among African Americans with prostate cancer.
• "Prepare to Work Twice as Hard to be Treated Half as Well": Exploring the Impact of Microaggressions on the Genetic Counseling Supervisory Working Alliance
• Racial and Ethnic Minority Student Perceptions of Cultural Competency, Cultural Humility and Anti-Racist Curriculum in Genetic Counseling Programs
• Experiences of Parents With Children Diagnosed With Familial Hypercholesterolemia
• The Impact of Second Sign: Investigating the Effect of a Hard Stop Genetic Testing Laboratory Utilization Management Tool

  Class of 2021

• Exploring Genetic Counselor and Healthcare Interpreter Perspectives: Allocation of Roles within the Genetic Counseling Encounter
• Exploring the Experiences of South Asian Americans with a Personal or Family History of Cancer
• Caregivers' Perspective on Abnormal Newborn Screening for Late Onset Pompe Disease
• Assessing Knowledge, Use, and Perceptions of 2019 United States Preventive Services Task Force (USPSTF) BRCA-Related Cancer Risk Assessment Recommendations among Health Care Providers
• Exploring the Use of Expanded Sequencing Technology by Pediatric and Adult Cancer Genetic Counselors
• Strategies Used by Genetic Counselors for Moderate Risk Result Disclosure and Relationship to Participants’ Risk Perception
• An Assessment of Mental Wellbeing in Genetic Counseling Graduate Students and Recent Graduates
• Not Just Carriers: Experiences of X-Linked Female Heterozygotes
• Utility and Outcomes of ACMG-ClinGen’s 2019 Guidelines for CNVs with Unclear Classifications
• Genetic Counselors’ Perspectives of Various Medical Specialties and Referrals to Genetic Counseling due to Abnormal Colorectal Tumor Screening for Lynch Syndrome
• Genotype-Phenotype Correlations in Persons with Incidentally Discovered KCNQ1 Variants
• An Exploration of Naturopathic Physicians' Current Practices for Ordering MTHFR Genetic Testing
• Assessment of Clinical Genetic Knowledge and Desired Topics for Practitioner Education in Cardiovascular Genetics and Sudden Cardiac Death
• No Longer 'Non-Traditional': The Evolution of Genetic Counseling Perceptions towards Laboratory and Industry Roles
• Cytogenetic Testing for Gonadoblastoma Risk in Patients With Turner Syndrome: An Investigation of Laboratory Analysis Practices
• Perspectives of Thought Leaders on the Future of Reproductive Genetic Medicine
• Exploring the Challenges and Solutions to Implementing Somatic Tumor Sequencing in Medical Institutions
• Exploring the Accuracy of Breast Cancer Risk Perception and Its Impact on Surveillance

  Class of 2020

• Exploring the Integration of Adverse Childhood Experiences in Genetic Counseling Practice
• An Exploration of Genetic Counselors’ Use and Application of Family Health History Tools
• Adopted Individuals’ Interest in Elective Genomic Testing
• Exploring the Communication of Cardiac-Related Risk to First-Degree Relatives After the Sudden Death of a Young Family Member
• Experiences and Factors Influencing Hispanics/Latinos to Choose a Career in Genetic Counseling
• Examining Genetic Counselors’ Perspectives Regarding Communication with Prostate Cancer Patients
• Implementation of Germline Genetic Testing for Patients with a Personal History of Breast Cancer: Perspectives of Key Healthcare Professionals
• Site-Specific Analysis vs. Multi-Gene Panel Testing for Familial Cancer Variants: Current Practices of Genetic Counselors
• Assessing Oncologist Preference for Results Communication in Somatic Tumor Next Generation Sequence Testing
• Impact of Phenotypic Data on Reclassifying Variants of Uncertain Significance in Pediatric Patients with Epilepsy
• Measuring ACMG Variant Interpretation Criteria Application in Incidental Findings in White and Non-White Individuals
• Charting the Laboratory Utilization Management (LUM) Landscape: Genetic Counselor Perspectives on the Structure and Efficacy of LUM Programs
• Thought-Leaders’ Perspectives on the Potential Impact of At-Home Genetic Testing on Access and Disparities in Genomic Medicine
• The Emotional Impact of Restrictive Abortion Laws on Prenatal Genetic Counselors
• Offering Preimplantation Genetic Testing for Monogenic Disorders (PGT-M) for Conditions or Variants of Uncertain Significance: Ethical Insight from Genetic Counselors
• An Exploration of Cancer Genetic Counselors’ Approach to Pathogenic TP53 Variants
• What Women Want: General Population Perspectives and Access to Expanded Carrier Screening Preconception
• Exploring Currend Practices and Perspectives of Genetic Counselors on DNA Biobanking in Oncology
• How Genetic Counselors Remain Informed of Practice Guidelines

  Class of 2019

• Phenotype-Karyotype Relationships in Pediatric Turner Syndrome
• Exploring Factors that Influences Patient Language Surrounding Pregnancy
• The Effect of a Video Intervention on Research Participant Understanding and Perceived Value of Negative Gentic Test Results
• Exploring IRB Attitudes regarding Direct Contact of Relatives in Genetic Studies
• Assessing Obstetrician-Gynecologists’ Use of Non-Invasive Prenatal Testing
• Clinical Laboratory Genetic Counselors’ Opinions on Implementing a Standardized Quantitative Framework for Variant Classification
• Identification of Successes, Challenges, and Proposed Improvements to Familial Risk Communication after Sudden Cardiac Death of a Young Family Member
• Exploration of Formal Training for Genetic Counseling Assistants
• Exploring the Impact of Negative Genetic Test Results on Personal Utility and Percieved Value: Does Having a Personal or Family History of a Condition Make a Difference?
• What is the Clinical Utility of Testing for Cancer Genes with No Published Medical Management Guidelines?
• Pharmaceutical Industry Perspectives on Genetic Counselors
• Use of BRCA-related Familial Risk Stratification Tools among Physician Assistants
• Pediatric Specialty Genetic Counselors: Clinical Activities and Position Structure
• Cultural Competency 101: Inerpreters’ Views in the Genetic Counseling Setting
• Parental Perceptions of Potential Drug Therapise (BMN 111) for Achondroplasia
• The Impact of First Trimester Ultrasound on Pregnancy Management Recommendations
• Facilitators and Barriers to Utilization of Peer to Peer Support among Cancer Caregivers
• Exploring the Impact of Insurance on Pediatric Genetic Counseling Testing Practices
• An International Exploration of Facilitating Decision Making and Nondirectiveness in Genetic Counseling Graduate Programs

  Class of 2018

• The Impact of Radiation Dose and Type on Reproductive Tumor and Non-Tumor Morbidities in Mice
• Genetic Counselors’ Perspectives on Population-Based Screening for BRCA-Related Hereditary Breast and Ovarian Cancer and Lynch Syndrome
• Quantitative Analysis of the Overlap in Clinical Roles between Genetic Counselors and Social Workers
• Combined CYP2C9 and VKORC1 Genotype is Associated with INR Variability during a Long-Term Warfarin Use
• Pediatricians Experience Ordering Genetic Testing
• Prenatal Genetic Counselors’ Perceptions of the Impact of Abortion Legislation on Counseling and Access in the United States
• Adult Onset Neurologic Disease Risks in Carriers of Recessive Conditions: Current Knowledge, Practices, and Attitudes of Genetic Counselors Providing Carrier Screening
• OB/Gyn Residents’ Experiences with Genetics: Assessment of Training, Attitudes, and Comfort
• An Investigation of the Association between Primary Ovarioan Insufficiency and Autoimmune Disease
• Behind the Scenes: Genetic Counseling Support Staff and Their Roles
• Patient Comprehension and Percieved Value of Negative Results from Non-Diagnostic Genetic Testing
• Utilization of Statistical Breast Cancer Risk Prediction Models by Genetic Counselors in Clinical Practice
• Exploring the Use of Implementation Outcomes in the Evaluation of Pharmacogenomic Testing Programs
• Exploring a Brief Medical Improvisational Performing Arts Intervention for Genetic Counseling Graduate Students
• Impact of Functional Evaluation on Reclassifying Varriants of Uncertain Significance in KCNQ1
• The Evolution of Language Referencing Congenital Conditions Marked by Atypical Sexual Development in Scientific Literature
• Parental Attitudes Regarding the Need for Genetic Services in Pediatric Brain Tumor Survivorship Program

  Class of 2017

• Exploring the Status of Non-Directiveness in Genetic Counseling Training Programs
• Genetics Professionals’ Attitudes towards the Clinical Implementation of Prenatal Exome Sequencing
• The Impact of Tricare’s Policies concerning Prenatal Genetic Testing and Termination on the Genetic Counseling Process
• Association of INR Variability during Warfarin Therapy with CYP2C9 and VKORC1 Genotypes
• Attitudes and Perceptions towards Fertility Preservation among Cancer Survivor Partners
• Exploring Providers’ Perceptions of Cognitive Difference among FAP patients
• Exploring Prenatal Genetic Counselors’ Perceptions of Abortion Laws in their State
• The Impact of Family History on Prodromal Huntington Disease
• Attitudes towards Nomenclature of Disorders of Sex Development (DSD) among Physicians, Genetic Counselors, and Mental Health Providers
• Clinical Predictors for Identifying Variants on Cancer Genetic Testing Panels
• Transition Readiness and Quality of Life in Adolescents and Young Adults with 22q11.2 Deletion Syndrome
• Prenatal Genetic Counselors’ Practices and Confidence Level When Counseling Patients on Cancer Risk Identified on Expanded Carrier Screening
• Exploring Non-Genetics Providers’ Perceived Barriers to Genetic Services at an Accountable Care Organization
• Mitochondrial Replacement Techniques: Reactions and Opinions of Genetic Counselors

  Class of 2016

• Impact of FDA Approval of PARP Inhibitor Treatment on Genetic Counseling and Testing Practices for Ovarian Cancer Patients
• Prenatal Exome Sequencing: Issues of Clinical Utility and Beyond
• Classification of SCN2A variants in SCN2A Encephalopathy
• The Impact of a Long QT Syndrome Diagnosis on Competitive Athletes’ Psychological Processes
• Survey of Genetic Counselors’ Practice, Perceptions, and Engagement With Genetic Information and Electronic Health Record Implementation
• Patient Expectations for Non-Diagnostic Whole Exome Sequencing
• Evaluation of an Online Educational Tool for Carrier Screening
• Genetic Counselors’ Approach of the Postmortem Genetic Testing Process After Sudden Cardiac Death
• Women’s Experiences with Receiving The News of an Abnormal Prenatal Ultrasound
• Developmental Pediatricians’ Current Practices in Utilizing Genetic Services for Patients with Autism Spectrum Disorders and Perceived Barriers to Incorporating Genetic Services into their Practice
• Pregnant Women’s Perspectives on Expanded Carrier Screening
• Examining Changes to NBS Protocol After the NCAA Sickle Cell Trait Screening Mandate
• Laboratory Directors Opinions Regarding the FDA’s Proposed Regulatory Oversight of Laboratory-Developed Tests (LDTs)

  Class of 2015

• Assessing Reproductive Interest and Options for Women With Turner Syndrome and Their Parents
• Exploring the Issues Surrounding Clinical Whole Exome Sequencing in a Prenatal Setting
• Interpreting for Genetic Counselors: Identifying Common Pitfalls and Solutions
• Exploring Attitudes of Adopted Individuals on the Utility and Value of Universal Carrier Screening
• Athletic Trainers’ Perceptions and Assessment of Family History in Detection of Athletes at Risk for Sudden Cardiac Death in Preparticipation Evaluation Screening
• Comparing Pharmacy and Genetic Counseling: Education Related to Pharmacogenomics and Attitudes About Roles and Collaboration in Clinical Pharmacogenomics
• Implementation of Newborn Screening for Lysosomal Storage Disorders: A Clinician Perspective
• Public Decision-Making About Newborn Screening in Contexts of Treatment, Intervention, and Benefit
• Parental Disclosure of Familial ALS Diagnosis and Mutation Status to Children: Perceptions of Young-Adult Offspring
• Risk Assessment and Medical Management Recommendations for Patients with Mutations in Moderate Penetrance Cancer Susceptibility Genes: Current Practices of Genetic Counselors
• Urologists’ Knowledge, Practice, and Attitudes Regarding Individuals with a Family History of Prostate Cancer
• Assessing Attitudes of Psychiatric Providers Towards Pharmacogenomic Data and Practice Implications
• Evaluating the Nature and Distribution of Pathogenic/Potentially Pathogenic Genetic Variants Associated with Mature Onset Diabetes in the Young (MODY)

  Class of 2014

• Exploring Patient Reactions About Genetic Testing for Treatment Responses to Bariatric Surgery
• Exploring Genetic Counselors’ Perspectives on the Clinical and Personal Utility of Genetic Testing
• Parental Experiences Discussing Disease Progression in Duchenne Muscular Dystrophy (DMD)
• Reproductive Endocrinologists’ Practices and Attitudes Regarding BRCA1/2 Gene Mutation Positive Oncofertility Patients
• Assessing Patient Comprehension Using a Modified Consent Document in a Pharmacogenomics Study
• Pediatric Neurologists’ Attitudes and Practices Regarding Next-Generation Sequencing for Genetic Evaluations
• Physician Educational Preferences and Current Practices Regarding Ashkenazi Jewish Carrier Screening
• Public Attitudes and Perceptions of Prenatal Testing for Cognitive and Psychiatric Disorders with Varying Levels of Risk
• Insights into the Collective Experience of Institutions Implementing Genomic Medicine Programs
• Attitudes, Perspectives, and Factors Associated with Prenatal Testing and Preimplantation Genetic Diagnosis In Families Affected by Hemophilia
• Evaluation of Laboratory Perspectives on Multiplex Genetic Testing for Hereditary Cancer Susceptibility by Next-Generation Sequencing

  Class of 2013

• Assessing the Addition of Critical Congenital Heart Disease to Newborn Screening: An Evaluation of the Process and Program in Each State of the United States
• Athletes’ Attitudes Towards and Experiences with the NCAA’s Mandatory Sickle Cell Trait Testing
• Preimplantation Genetic Diagonosis for Adult-Onset and Susceptibility Diseases: Perspectives of Reproductive Endocrinologists
• Parent Attitudes on Disclosure Procedures of Uncertain Chromosomal Microarray Analysis Results
• Preliminary Assessment of the Use, Attitudes, and Beliefs towards Non-Invasive Prenatal Testing among Maternal Fetal Medicine Specialists
• Disease Progression and Inheritance to the Children with Duchenne Muscular Dystrophy (DMD)
• Perspectives of Obstetricians & Gynecologists on Universal Genetic Carrier Screening
• Community Primary Care Provider’s Knowledge, Attitudes, and Experience with Clinical Use of Personalized Genomic Risk Information
• Cardiologists’ Practices and Attitudes About Genetic Testing for Hypertrophic Cardiomyopathy
• Genetics Professionals’ Opinions of Whole-Genome Sequencing in the Newborn Period
• Familial Pancreatic Cancer – Genetic Counselor Practices
• Practice Patterns of Endocrine Surgeons Regarding Genetic Testing in Apparently Sporadic Pheochromocytomas and Paragangliomas
• Evaluating the Impact of Brochure Literature Provided to Patients in a Low-Income Prenatal Clinic

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Home > USC Columbia > Medicine, School of > Genetic Counseling > Genetic Counseling Theses and Dissertations

Genetic Counseling Theses and Dissertations

Theses/dissertations from 2023 2023.

Face Validation of a Spanish Non-Invasive Prenatal Screening Knowledge Scale , Kenya Michelle De Leon

Genetic Testing for Autism: The Autistic Adult Perspective , Thomas Scott Dent

Comparing Efficiency, Empowerment, and Satisfaction Between Individual and Group Genetic Counseling for Prostate Cancer , Sarah Marie Dickman

Evaluating Health Awareness in Cancer Genetics Amongst the Black and African American Community in South Carolina , Annika Jaliya Gadson

Jewish Genetic Diseases: Knowledge of Reproductive Risk and Cancer Predisposition Among Young Adults of Ashkenazi Descent , Hayley Kathleen Granger

Experiences of Parents of Children With Late-Onset Pompe Disease Diagnosed By Newborn Screening , Allison Marie Paltzer

Preferences of Adults With Turner Syndrome Regarding Disclosure of Potential Neurodevelopmental And Psychiatric Features , Elizabeth Pancake

Assessing the Gaps and Potential Solutions to Improve Access to Genetic Testing for Autistic Individuals , Nisha Dhiren Pandya

Understanding the Spectrum of CACNA1A Related Disorders: An Analysis of Genotypes and Phenotypes in 416 Individuals , Olivia Jane Wilmarth

Theses/Dissertations from 2022 2022

Evaluation of the Perceived Benefit of a Psychiatric Resource for Parents of Children With 22Q11.2 Deletion Syndrome , Kayla Blankenship

Exploring Genetic Counselors’ Experiences, Language, and Discussion of Consanguinity in Clinical Practice: A Multinational Perspective , Romy Isabel Fawaz

The Utilization of Healthcare Chaplains by Genetic Counselors , Elizabeth G. Hollingsworth

Describing the Experiences of Canadian Genetic Counseling Students Studying in the United States , Madeline Emma Ladouceur

Assessing Identification of Newly Diagnosed Breast Cancer Patients for Referral to Genetic Counseling , Corinne Marie Locke

Assessing Parental Satisfaction of Current Fragile X Syndrome Resources Provided at Diagnosis , Megan Michalski

Examining Parental Disclosure to Unaffected Siblings of Children Diagnosed With Rett Syndrome , Rachel Nicely

Sexual Health Education for Children with Neurodevelopmental Disorders: Genetic Counselor and Pediatrician Perspectives , Mary Catherine Smith

Infertility Education for Men With Cystic Fibrosis and Its Effects: Outlooks on Fertility and Birth Control , Allison Elizabeth Perez Szczepanski

Theses/Dissertations from 2021 2021

Assessing the Anticipated Needs of Transgender Patients In Cancer Genetic Counseling , Jacqueline Baquet

An Exploration of the Genetic Counselor’s Role in The Individualized Education Program , Naomi Jean Barker

Exploration of Patient Communication Preference Regarding Reclassified Genetic Test Results , Cooper Nicole Hall

Language Interpreters’ Perspective of the Interpreter-Genetic Counselor Working Alliance , Dacia Lipkea

Efficacy of Telegenetics: A Diagnostic Yield Comparison Between In-Person and Telemedicine Pediatric Genetic Evaluations , Allie Merrihew

Developmental Regression Analysis and Investigation of Genotype Correlations in Individuals With Classic Rett Syndrome , Aubrey Lynn Rose

Previvor and High-Risk Breast Cancer Patients’ Opinions on A Specialized Management Clinic , Madeleine Nicole Tjoelker

Essential Informational Needs of Parents Receiving a Turner Syndrome Diagnosis: Parent and Genetic Counselor Perspectives , Jewel Lynne Wasson

Theses/Dissertations from 2020 2020

The Psychosocial Burden of LI-Fraumeni Syndrome Tumor Surveillance on Mutation and Non-Mutation Carriers Within Families , Emily Anne Berenson

Evaluating Pregnancy Outcomes of Abnormal Non-Invasive Prenatal Screening Results in a High Risk Obstetrics Practice , Olivia Kesler

Experiences With and Knowledge of Genetics in Families Affected by Congenital Adrenal Hyperplasia: The Parent Perspective , Christine Maccia

Assessing Social Media for Themes of Trisomy 18 and 13 , Falecia Metcalf

The Utility of Whole Exome Sequencing in Patients With Intellectual Disability and Developmental Delay as a First-Tier Diagnostic Testing Strategy , Ellen Richardson

Checkmate: Exploring Father-Son Communication Regarding Reproduction and Sexual Health in Males With Cystic Fibrosis , Dianna C. Sanderson

Quality of Life of Children With Spinal Muscular Atrophy: Parents’ Perspectives in Light of New Treatments , Analyssa R. Tallas

Revisiting the Essential Informational Needs of Parents Receiving a Diagnosis of Down Syndrome , Margaret Jean Wilkes

Theses/Dissertations from 2019 2019

The Perspectives of Emerging Adults with Hereditary Diffuse Gastric Cancer , Carrie Anderson

Reproductive-Aged Adults Diagnosed with Tuberous Sclerosis Complex (TSC): Understanding of Clinical Variability, Perceived Disease Burden, and Reproductive Decision-Making , Diane L. Biederman

Discussing History of Mental Illness in a General Genetic Counseling Setting: Patient and Caregiver Interest and Comfort , Alena Faulkner

Impact of Service Delivery Model on Patient Perceptions and Utility of Genetic Counseling for Hereditary Breast and Ovarian Cancer: An Exploration of Group Genetic Counseling , Alyssa M. Gates

BRCA1 and BRCA2 Mutation Carrier Perspectives on Direct-To- Consumer Genetic Testing for Brca Mutations , Caitlyn E. Mitchell

Amish Perspectives of the Genetic Counseling Process , Brianna Teapole

Evaluating the Social Informational Needs of Emerging Adults with Genetic Conditions , Courtney Whitmore

Theses/Dissertations from 2018 2018

Integrating Genetic Counseling And Testing In The Pediatric Oncology Setting: Parental Attitudes And Influencing Factors , Lauren Renee Desrosiers

Parental experience with whole exome sequencing reanalysis and its impact on the diagnostic odyssey , Nicole D. Lucas

Assessing the Barriers to Cardiac Care in Carriers of Duchenne and Becker Muscular Dystrophy , Lauren Renae Eekhoff

Understanding Barriers To Genetic Testing For Sickle Cell Trait: The African-American Male Perspective , Shandrea Foster

Family Planning Decisions After A Child’s Diagnosis Of Rett Syndrome: A Pilot Study , Erin E. Huggins

Discussing History of Mental Illness During Prenatal Genetic Counseling: Patient Interest and Comfort , Sarah Nimrichter

Is Current Fragile X Syndrome Counseling Enough? Expanding the Clinical Phenotype of Fragile X in Premutation And Intermediate Allele Carriers , Zahra Saadat Girnary

Spiritual Care in Cancer Genetic Counseling: Patient Perceptions of Methods , Christopher Michael Spencer

The Impact of Communication Deficits on Puberty and Sexual Development in Adolescents on the Autism Spectrum , Ashton Wolfe

Theses/Dissertations from 2017 2017

Assessing Women's attitudes Towards Genetic Testing For Hereditary Breast Cancer , Taylor Jane Apostolico

Exercise Recommendations for Active Adults at Risk for Sudden Cardiac Death: “Can I Continue to Exercise?” , Kacie Lynn Baker

Adoptees’ Experiences with Direct-to-Consumer Genetic Testing: Emotions, Satisfaction, and Motivating Factors , Anna Childers

Pediatric Genetic Counselor Perspective on Serving the Foster Care Population and the Integration of Genetic Information within the Health Passport , Angela Rose Douglas

Assessment of Patient Satisfaction with the Provision of Fertility Information in Women with Lynch Syndrome , Rachel Elizabeth Hickey

Recipients’ Perspectives Regarding Expanded Carrier Screening of Gamete Donors , Erika Kristy Jackson

The Perceived Utility of Personalized Genomic Medicine in Individuals with a Family History of Heart Disease: A Pilot Study , Dana Margaret Mittag

The Decision-Making Process for Individuals at Risk for Hereditary Diffuse Gastric Cancer , Alexa Prose

Theses/Dissertations from 2016 2016

Parents’ Understanding of Sensory Processing in their Child with Autism Spectrum Disorder , Katelynn M. Anderson

Parental Experience Of Divulging a Diagnosis Of Fragile X Syndrome To Their Affected Child , Barbara Alyxandra Athens

Unaffected Women’s Decisions to Have Prophylactic Risk-Reducing Mastectomies , Stephanie N. Galloway

Genetic Counseling for Alcohol Use Disorder: Assessment Of Need In Affected And At-Risk Populations , Fayth Michelle Kalb

The Informational and Emotional Support Needs of Grandparents of Children with Pompe Disease , Natasha Lousie Rudy

Re-contacting Cancer Genetic Counseling Patients: Expectations of Patients and Physicians , Zoe Elizabeth Siegel

Reflections On The Current State Of Healthcare Transition for Young Adult Women With Turner Syndrome: Strategies For Facilitating Autonomy and Self-Management , Molly Elizabeth Snyder

Theses/Dissertations from 2015 2015

Evaluating Changes in Patient Anxiety Regarding Classic Cancer Genetic Testing Versus Expanded Multiplex Cancer Genetic Testing , Andrew Todd Alfonso

An Exploration of the Genetic Counselor-Patient Relationship Following a Life-limiting Prenatal Diagnosis , Sabrina Anderson

Exploring Communication Patterns in the Discussion of Maternal PKU Syndrome Between Parents and Daughters , Hannah Beth Andrews

Evaluating the “Family-Centered” Approach of Pediatric Multidisciplinary Down Syndrome Clinics: A Parents’ Perspective , Devon A. Haynes

Goal Achievement in Young Adults with Asperger Syndrome and High Functioning Autism , Melissa Racobaldo

Exploring Birthparent’s Experiences of Creating an Adoption Plan for Their Children with Special Needs , Sanjukta Tawde

Variant Reclassification in Cancer Genetic Testing: Are Genetic Counselors Prepared? A Review of Current Practices , Niamh Gemma White

Exploring How the Risk of Sudden Cardiac Death is Discussed in Families with a Diagnosis of a SADS Condition , Kristin Anne Wiley

Theses/Dissertations from 2014 2014

Walking the Edge with Controversial Use of Preimplantation Genetic Diagnosis (PGD): Opinions and Attitudes of Genetic Counselors , Kristen Everton

The Use of Social Media and the Impact of Support on the Well-Being of Adult Cystic Fibrosis Patients , Margaret Anne Faust

Phenotypes and Variants in Cases Submitted for X-Linked Intellectual Disability (XLID) Gene Panel Testing , Michael J. Friez

The Paternal Age Effect: A Preliminary Study of Current Challenges for Prenatal Genetics Care , Andrew Tyler Gunter

Parents' Dreams for Their Young Adults with Down syndrome: What Resources are Needed to Achieve Them? , Julianna Elise Hudnall

I Wish I Had Known This!: Impact of Age on Life Choices and Testing Satisfaction for BRCA1/2 Mutation Carriers who Underwent Genetic Testing By Age 25 , Sarah Elaine King

The Impact of Culture & Ethnicity on the Counseling Process: Perspectives of Genetic Counselors from Minority Ethnic Groups , Brittanie Morris

Parental Satisfaction and Teacher Perspectives on Inclusive Education of Students with Asperger Syndrome: An Educational Tool , Hannah Warren

Theses/Dissertations from 2013 2013

Examining the Differences in Rapport between Male and Female Cancer Genetic Counselors and Female Clients , John Abernethy

A Qualitative Study on How Prenatal Genetic Counselors Prioritize Cultural Issues When Counseling Patients , Darcy Katherine Berry

Perceptions of Breast Cancer-Related Stigma and Genetic Knowledge Among Latina Women: El Mejor Entendimiento Del Miedo. , Jade Cognetti

Use of Social Media as a Support Network in Families with a Child Diagnosed with Trisomy 13, 18, or 21 , Ginger Elizabeth Edwardsen

Prenatal Decision-Making Process of Patients in Three Cities in South Carolina , Kimberly Marie Hamann

Unique Perspectives and Struggles of Parents Rearing Children with Phenylketonuria with Unaffected Siblings , Cassandra Nicole Hollinger

Working with Patients at risk for Hereditary Degenerative Brain Disorders , Stephen John White

Theses/Dissertations from 2012 2012

Variants of Uncertain Clinical Significance In Pediatric Microarray: Parent Perspectives , Kalina M. Benedict

Assessing Genetics Providers' Perspectives of and Experiences with DTC Genetic Testing: Creation of an Educational Module , Audra Lea Bettinelli

Risk Perception Among BRCA1 and BRCA2 Mutation Negative Patients , Kelsey Johnson

Interpreting and Delivering Microarray Results of `Variants of Unknown Significance': Genetic Counselors' Perspectives , Vruti Mehta

Referral Patterns and Utilization of Clinical Genetic Testing For Patients With Inherited Cardiac Disease , Olivia Myers

Anxiety and Life-stressors Surrounding the Telemedicine Versus Traditional Counseling Experience , Elizabeth Hyden Ziglinski

Theses/Dissertations from 2011 2011

Pediatric Microarray Testing: The Process of Informing and Consenting , Courtney Ann Downtain

Knowledge and Experience With Genetics and Genetic Counseling Among Sign Language Interpreters , Madison Foster

Medical Interpreters' Knowledge of Key Terminology and Principles of Genetic Counseling , Lindsay Diaz Langford

Communication In Family Members With A Rare APC Mutation , Megan Michelle Mann

Termination Rates Following Prenatal Diagnosis For Down Syndrome: A Systematic Review , Jaime Lynn Natoli

Identifying the Needs of Fathers Raising Children With Autism and Children With Down Syndrome , Emily Olivia Rosebrough

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Human Genetics Theses

As of May 2015, all Sarah Lawrence College Master’s theses are available digitally. They are made accessible in one of three ways:

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Theses from 2022 2022

Script Concordance Testing in Genetic Counseling Training: A Pilot Study , Yakira Begun and Lila Rae Stange

Clinical psychology trainees' perspectives on psychiatric genetic counseling and the genetic contribution to psychiatric disorders , Talia Belcher and Celine Aziz

Child Welfare Professionals' Perceptions of Referring Foster Children to the Genetics Clinic , Laura Cooper-Hastings

The Role of High Throughput Functional Evidence In Reducing-Population Specific Differences In The Quality of Variant Interpretation , Makenzie Fong and Taylor Silkey

Restrictions on Abortion Affect Genetic Counseling Practice: Genetic Counselors in Abortion Unfriendly States Reflect on Current and Impending Challenges , Grace Amelia Getchell and Sofia Angela Horan

A Systematic Review of Conceptualization of Trust in Precision Medicine Research from Historically Underserved Racial and Ethnic Groups and Populations with Disabilities , Chanyong Tina Kim and Revathy Suresh

Assessing a Diagnostic Tool for Hypermobile Ehlers-Danlos Syndrome: Helping Users Find Appropriate Care For a Relatively Common But Often Unfamiliar Genetic Disease , Abby Kosmin and Natalie Laible

Missing Heritability in Congenital Disorders of Glycosylation (CDG) IIn: A Case Report , Tari Little

The Conversion to Telegenetics Through the COVID-19 Pandemic Impact on the Accessibility to Genetic Counseling for Remote Indigenous Communities , Kaitlyn Mowat and Caroline A. McCrae

Primary Care Providers' Perspectives of Precision Medicine in a Tribal Healthcare System , Katie Neimeyer

A Sharp Increase In The Use Of PGT To Prevent Mendelian Disorders: A Review of Patient Data From 2004-2021 In A Single New York City Center For Reproductive Medicine , Emily Oddo and Hallie Metzger

The Stream Study: Streamlining The Genetic Counseling Process For Newly Diagnosed Breast Cancer Patients , Erika M. Renkes and Tina N. Tran

Contemporary Initiatives to Enhance Racial Diversity in Genetic Counseling Programs: A Snapshot of Current Efforts , Mirriam Sang and Chelsea Miller

Exploring Parental Attitudes on Autism Genetic Testing After Receiving Non-Pathogenic Results , Christina Szi

Return of Results from Genetic Research: A Study Of Nephrologists , Robyn Weiss

Theses from 2021 2021

Genetic Counseling Around the Globe: Prenatal Screening Practices During the First Trimester , Anna Bauer, Dhart Adhia, Rachel K. Lanning, and Jenny G. Zhang

The Impact of a Lynch Syndrome Diagnosis by Population Genomic Screening on Family Communication, Medical Management, and Lifestyle Changes , Reem Ibrahim Bux and Brooke Nicole Delehoy

Utilization and Perceived Value of Genetic Counselors Within U.S. Hemophilia Treatment Centers , Caylynn Carls

Exploring Attitudes Towards Newly Approved Therapeutics in Prenatal Genetic Counseling Practice , Charlotte Close

On the Development of Psychosocial Skills in Genetic Counseling Programs: Perspectives from Recent Graduates , Emily Johnson and Daniel Morrice

Investigating the Experience of Underrepresented Groups Applying to Genetic Counseling Training Programs , Enas Louzy-Hanna

Carrier Screening for Women Undergoing Elective Oocyte Cryopreservation (EOC): A Look at Practice Among Reproductive Endocrinologists at an Academic Fertility Clinic , Melissa Manuelli

Psychiatric Professionals Believe Polygenic Risk Scores for Schizophrenia Have Future Clinical Utility: Reservations about Current Integration , Tiahna Moorthy and Huyen Nguyen

Attitudes and Actions of Genetic Counseling Program Directors Regarding Standards for Accreditation of Genetic Counseling Training Programs , Ben Newsum

Towards The Growing Edge: Integrating Simulation In A Genetic Counseling Graduate Program , Cassandra Pisieczko

Lessons Learned from COVID-19: Genetic Counseling Adaptations and Challenges to Alternate Service Delivery Models , Aisha Rekab and Angel Nguyen

Relationship Between Outcomes of Psychiatric Genetic Counseling and Time Since Onset and Diagnosis of Psychiatric Illness , Sarah Saxton

Patient and Provider Response To A Prenatal Pre-Visit Chatbot , Catherine Urbina, Chantal Marie Marie Muyalde, and Sabina Gudmundsson

How Genetic Findings Associated with Autism are Used: A Study of Parents and Caregivers , Veronica Sue Yamane and Tzofia Nechama Drori

Theses from 2020 2020

Exploration Of Patient Attitudes Toward Receiving Incidental Diagnoses Of Lysosomal Storage Disorders Through Expanded Carrier Screening , Ally Abbott and Xindi Song

Post Mortem Genetic Testing in Sudden Unexpected Death in Epilepsy [SUDEP]: A Pilot Story , Yu An and Alejandra M. Cantú Villarreal

The Efficacy of Whole-Genome Sequencing in the Diagnosis Of Complex Neurological Phenotypes , Bianca Blake

Test Ordering Practices in Cancer Genetic Counseling , Lauren Costantin and Tiana Grgas

Impact of Psychiatric Genetic Data on Tort Litigation and Its Relationship With Stigma , Ashlyn Enokian and Kira Dineen

The Utility Of Adding Key Phenotypic Criteria Refinement To ACMG Guidelines , Lauren Frank

Current Practices in Post-Mortem Cariogeentic Test-Ordering an Genetic Counseling In Cases of Sudden Cardiac Death (SCD) , Kiran Gangwani and Miranda Di Biase

A Survey Of Autistic Adults' Opinions On Data Security and Privacy In Precision Medicine Research , Bianca Haser

Safety and Feasibility of Early Prenatal Diagnosis Via Celocentesis , Elisheva Kleinman

An Analysis of Fitness Affiliated Direct-To-Consumer Genetic Tests , Karl N. Krahn and Nicole D. Wengrofsky

Primary Care For Disease Patients: Exploring Services Received, Healthcare Providers Involved, And Patient Satisfaction , Catherine Mayo, Eliana Kahan, and Jasmine Chao

Clinical Implementation of Polygenic Risk Scores For Cardiovascular Disease: An Assessment of Cardiovascular Genetic Counselors' Knowledge and Opinions , Maryam Nazir and Maria van Noordenne

The Career Arc Of Genetic Counselors: Trends, Transitions, And Motivations , Michael Peneycad, Wanchun Janice Smires, Kara Williams, and Jovanni Cuevas

Genetic Counselors' Views Of Traits That Make For Effective Leaders , Jennifer Rand

Psychosocial Outcomes Associated With ctNA-Based Cancer Screening Test , Gabrielle Shermanski and Simone Biggers

An Investigation Into The Reasons Behind Quality Of Life Perception In Individuals With HNPP As Compared To Individuals With CMT1A , Caitlin Walsh and Sophia Rodriguez

Theses from 2019 2019

Descriptive Analysis of the Testing Outcome Populations of a Highly Facilitated Cascade Genetic Testing Framework for Cancer Predisposition , Samantha R. Anderson

Adolescents’ Attitudes Towards Direct-to-Consumer Genetic Testing , Carli Andrews, J. Fitzpatrick Doyle, Rebekah Hutchins, and Katherine Orr

Disability Service Learning: A Study on the Potential Impact of an Educational Intervention on the Attitudes and Biases of Genetic Counseling Students Toward Disability , Michelle Bina and Lucas Hollifield

What do Teenagers Think about Precision Psychiatry? , Erika Brockhoff and Fiorella Herrera

Recall Of Informed Consent For Prenatal Aneuploidy Screening , Taylor Cain, Michelle Kao, Elena Cothalis, and Pranali Shingala

Exploring Perceptions of What Genetic Counseling is Amongst Families Affected by Genetic Conditions, Who Have Not Yet Had Genetic Counseling Themselves , Stephanie Briana Cordeiro

Exploring the Implementation of Non-Traditional / Expanded Training for Genetic Counselors , Katia Dergham

Assessing The Impact Of Predictive Testing Protocols On Provider Burden For Huntington's Disease , Paige Ernste and Abigail Patenaude

Genetic Counseling Students’ Attitudes Towards Psychiatric Illness , Rebecca Haegedorn and Patricia Thompson

Group Genetic Counseling for Low-Risk Prenatal Patients , Sarah Hopkins

Genetic Counseling Referrals and Genetic Profiles of Male and Young Female Breast Cancer Populations , Ji-Sun Kim

Motivations, Barriers, and Interests in Genetic Testing for Patients with Pancreatic Cancer , Anna Kolbuszewska

Sun exposure as a risk factor for precipitating vision loss for individuals with LHON mitochondrial variants , Michelle Kowanda

Attitudes of Healthcare Professionals Towards the Utilization of Genetics Professionals Following the Diagnosis of Autism Spectrum Disorder , Sydney Alexandra Lau and Tova Lejtman Wagner

Parental perception of pediatric clinical exome sequencing in a Latino population , Daniel Luksic and Radha Sukhu

Experiences of Adults at 50% Risk of Inheriting a Genetic Mutation for Early-Onset Dementia , Margalit E. Rosenblatt

Genetic Counseling Approaches To Moderate-Penetrance Breast Cancer , Tanaya Shroff and Elizabeth Del Buono

Should Genetic Information be Used to Determine Special Education Eligibility and Other Educational Services? , Nicholas Staropoli

Theses from 2018 2018

Cardiovascular Genetics: Getting a “Pulse” on How Cardiologists Assess and Act on Cardiogenetic findings that May Lead to Sudden Cardiac Death , Tamar Ailenberg, Anna (Schon) Levy, and Samone Schneider

Current Attitudes and Practices in Genetic Counseling Concerning Noninvasive Prenatal Screening – A Follow Up Study , Carla Bennett and Abigail Whiting

Genetic Counselors’ Preparedness for Incidental Findings from Non-Invasive Prenatal Testing , Janel Case and Paige Hazelton

Adolescent Perspectives on Genetic Testing for Huntington’s Disease , Katelyn Cooke, Elizabeth Crate, Ravneet Grewal, and Jennifer Huynh-Lim

Accessibility of Pregnancy Termination: A Pilot Study of Genetic Counselors and Abortion Providers Throughout the United States , Lauren Facchini, Brianne Dingmann, Kaitlyn Brown, Laura Hercher, Caitlin Cooney, and Komal Bajaj

Pancreatic Cancer screening in a Population With Predisposing Germline Mutations , Hailey Funk and Angelica Goulbourne

An exploration of factors influencing patient outcomes of psychiatric genetic counseling , Sarah Gerrard, Angela Inglis, Emily Morris, and Jehannine Austin

The Utility of GeneMatcher: a Candidate Gene Database , Halie Holmes and Laura Fisher

Genetic Counselor’s Attitudes Toward Continuing Education Options , Kelsey Johnson, Jessica Shiles, and Talya Boisjoli

The Value of Performing a Post-Mortem Cardiovascular Genetic Panel Test , Elizabeth Manderski and Sarah Stewart

Healthcare Transitions for People with Thalassemia , Lauren Ariana Morse

Role of Genetic Counselors in Prenatal Zika Care , Monisha Sebastin, Erica Poole, and Emily Goldberg

Understanding Gene Panel Testing for Breast Cancer Risk , Angelina Tryon and Gord Glendon

Theses from 2017 2017

Survey of genetic counselors on attitudes toward directto- consumer genetic testing and of integrating result interpretation into genetic counseling practice. , Tamara Braid and Vicky Hsieh

Knowledge and Attitudes After Using Videos to Educate a Non-Clinical Cohort About Prenatal Cell-Free DNA Screening , Teresa Cacchione and Safa Yusuf

Adolescent Perspectives on Genetic Testing for Adult Onset Conditions , Olivia D’Accordo, Erin Davidson, Christina Miller, and Yael Weinstein

A Retrospective Chart Review Examining the Clinical Utility of Family Health History , Katherine Dao and Julia Russo

Self-reported patient ethnicity in genetic counseling practice: a closer look at its current role and room for improvement , Sonya Elango and Isha Gupta

Genomic Context: Lessons from Maturity Onset Diabetes of the Young , Bonnie Federman and Kelly Nori

The Psychosocial Effects of Next Generation Sequence Panels for Predictive Testing of Hereditary Dementias , Dina Green

Genetic Counselors’ Assessment of Videos to Augment Whole Exome Sequencing Patient Education , Rebecca Hernan

Genetic Counselor Drift: Exploring contributors to the recent growth of non-clinical genetic counseling positions and the resulting impact on the profession. , Maki Kaneko and Robert Rigobello

DNA Unicorn: An N-of-1 Community Advocacy Resource , Allison Knickle, Taylor Laut, Kari Magnussen, and Marianne Vivien

Evaluating FRAME (Faces Redefining the Art of Medical Education) videos: The impact of digital storytelling on medical students’ attitudes to disability and their learning preferences , Shreya Malhotra

Developing an Alternative Model for Pre-Test Genetic Counseling for Women Diagnosed with Breast Cancer , Maira Pires and Caroline Augsburger

Quality of Life and Psychosocial Impacts of Persons With a Genetic Predisposition to Thoracic Aortic Dissections or Aortic Aneurysms , Megan Soucy, Amelia Tahmassi, and Nathan Hassel

Preparing Genetic Counselors for Patient Disclosure of Intimate Partner Violence: An Assessment of an Intervention Toolkit , Tawanna St. Lewis and Scott Robinson

Theses from 2016 2016

The Utility of Genomic Variant Databases in Genetic Counseling , Colleen Ahern and Elly Brokamp

Racial variation in the frequency and genotype–phenotype correlations of MLH1, MSH2, MSH6, and PMS2 gene mutations; and performance of PREMM1,2,6 in ethnically diverse individuals: A cross-sectional study , Reem Alsulaiman

Addressing Intimate Partner Violence in Genetics Patient Perspectives on Intimate Partner Violence Discussion and/or Disclosure During Genetic Counseling Sessions , Christina Chen

Examining Psychological Outcomes Associated with Genetic Testing for Primary Arrhythmic Disorders in Adult Patients , Samantha Colaiacovo and Erin Kelter

Experience with SNP-based NIPT in a general population cohort in the Bronx, NY , Megan Crawley and Suvina To

Development of a Prenatal Genetic Testing Education Tool , Laurel Hochstetler and Andrea Cantor

Studying the Needles in the Haystack: A Qualitative Study of African-American and Latino Genetic Counselors , Amanda Kass and Larissa Veres

Assessing Tumor Genomic Profiling Reports for Genetic Counseling Referral Indications , Margaret McDuffee and Michelle Ning

Mitochondrial Transfer in the Media , Sharon Pollack

Exploring the Role of Genetic Counselors in Tumor Genomic Sequencing : A Survey of Genetic Counselors , Michelle Weinberg

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Thesis Project

Janelle villiers.

Assistant Director of Human Genetics

914.395.2605

Thesis projects take many forms: surveys, focus groups, development of educational materials, analysis of existing data sources of and for patients, genetic counselors, and other healthcare providers.  The program actively recruits research mentors and develops ideas for projects that are presented to first-year students in December. While students have the option of proposing a research topic of their own, most are matched with a topic and a mentor based on their interests and preferences. Many students work in pairs and occasionally larger groups; the program believes collaboration allows students to achieve more in a limited time frame and better resembles how research is accomplished in most work settings. Each student or group is assigned a faculty advisor, who monitors the academic aspects of the project such as the literature review and final manuscript in collaboration with their mentor.

Over the summer, all students complete an in-depth literature review summarizing and synthesizing literature pertinent to their research topics. In spring of the second year, the research process culminates in a final thesis manuscript and poster presentation.  Students are strongly encouraged to disseminate their results by submitting an abstract to the NSGC Annual Conference or other conferences as appropriate. Publication of student research is a goal of the thesis project and faculty members provide advice and editorial support for graduates to help them fulfill that goal.

Congratulations to Makenzie Woltz  (right) and Taylor Berry and Valerie Schimmenti (left) on winning “Best Poster” awards at the 2023 Human Genetics Graduate Poster Ceremony.

See all previous theses works here: Human Genetics Theses | The Joan H. Marks Graduate Program in Human Genetics | Sarah Lawrence College . 

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Thesis Research as a Genetic Counseling Student

As a requirement of graduation, every student in the program completes an individual research project.  Writing a master's thesis is a major accomplishment and a daunting task. That's why the program is structured to guide students through the process. Projects are selected by students based on their interests, and topics are finalized and clarified during the first semester.  Students refine their proposals as they complete literature reviews and develop their IRB submissions during a course in research design in the spring semester of the first year. 

Throughout the summer and in their second year, students collect and analyze data and write their thesis manuscripts, all under the supervision of their primary mentors: one who is a member of the program leadership and one who is an expert in the field of study, often a genetic counselor or UPenn faculty member. Each student is also supported throughout the process by a research committee comprised of a Penn faculty member, a practicing genetic counselor and a member from the program leadership.  The committee meets periodically to review progress and provide feedback from an objective perspective. 

Research projects range from professional surveys and chart reviews to qualitative studies of small populations of patients with rare diseases, again depending on student interest.  Small grants are available through the program to support the research.  Students are also encouraged to apply for funds available through NSGC SIGs and other organizations, and many have received research funding.

The majority of students successfully submit abstracts to local and national conferences and for publication toward the end or soon after their second year in the program. 

Our 2023 graduates have presented or will soon be presenting at the 43rd Annual Society for Maternal Fetal Medicine Pregnancy Meeting, the 2023 Mitochondrial Medicine Symposium, the North American Cystic Fibrosis Conference, the ACMG Annual Clinical Genetics Meeting, NSGC (including an Educational Breakout Session), Pennsylvania Association of Genetic Counselors Annual Meeting (5), and the University of Pennsylvania’s Perelman School of Medicine’s Master’s Student Research Symposium (17!).  A number of 2023 graduates already have manuscripts in review with more in the final stages of submission to a journal.

Having gained experience in all aspects of the research process, students graduate from the program with the capacity to develop a research idea, to conduct ethical research, to interact with an IRB, to convert raw data to a written and comprehensible document, and to work collaboratively on a professional project.

Recent publications from thesis research:

• Sullivan KR , Ruggiero SM, Xian J, Thalwitzer KM, Ali R, Stewart S, Cosico M, Steinberg J, Goss J, Pfalzer AC, Horning KJ, Weitzel N, Corey S, Conway L , Son Rigby C, Bichell TJ, Helbig I.  A disease concept model for STXBP1 -related disorders. (2023). Epilepsia Open. https://doi.org/10.1002/epi4.12688
• Williams S , Ebrahimzadeh JE, Clay D, Constantino G, Heiman J, Wangensteen KJ, Valverde K , Mahmud N, Katona, B.W. Comparing telemedicine and in-person gastrointestinal cancer genetic appointment outcomes during the COVID-19 pandemic. Hered Cancer Clin Pract. 2023 May 8;21(1):6. PMID: 37158974; PMCID: PMC10165576.  https://pubmed.ncbi.nlm.nih.gov/37158974/
• Cohen SR , Helbig I., Kaufman MC, Myers LS, Conway L, Helbig KL. Caregiver assessment of quality of life in individuals with genetic developmental and epileptic encephalopathies. Dev Med Child Neurol. 2022 Aug;64(8):957-964. doi: 10.1111/dmcn.15187.  Epub 2022 Feb 28. PMID: 35229292; PMCID: PMC10305579. https://pubmed.ncbi.nlm.nih.gov/35229292/

Lee G , Varughese LA, Conway L , Stojinski C, Ashokkumar S, Monono K, Matthai W, Kolansky DM, Giri J, Tuteja S. Attitudes toward pharmacogenetics in patients undergoing CYP2C19 testing following percutaneous coronary intervention. Per Med . 2022 Mar;19(2):93-101. doi: 10.2217/pme-2021-0064 .

Cohen SR , Helbig I, Kaufman MC, Schust Myers L, Conway L , Helbig KL. Caregiver assessment of quality of life in individuals with genetic developmental and epileptic encephalopathies. Dev Med Child Neurol . 2022; 00: 1-8. doi:10.1111/dmcn.15187 .

Wadman E , Conway L Garbarini J, Baker M. Moral distress in genetic counseling: A study of North American genetic counselors.  J Genet Couns , 2022; 00: 1-11.  https://doi.org/10.1002/jgc4.1551

DeJesse J , Vajravelu RK, Dudzik C, Constantino G, Long JM, Wangensteen KJ, Valverde KD , Katona BW. Uptake and outcomes of small intestinal and urinary tract cancer surveillance in Lynch syndrome. World J Clin Oncol 2021; 12(11): 1023-1036. doi:10.5306/wjco.v12.i11.1023

Crawford K , Xian J, Helbig, KL, et al.  (2021). Computational analysis of 10,860 phenotypic annotations in individuals with SCN2A-related disorders. Genetics in Medicine: Official Journal of the American College of Medical Genetics , 23 (7), 1263–1272. doi.org/10.1038/s41436-021-01120-1

Hartman TR , Demidova EV, Lesh RW, Hoang L, Richardson M, Forman A, Kessler L, Speare V, Golemis EA, Hall MJ, Daly MB, & Arora S. (2020). Prevalence of pathogenic variants in DNA damage response and repair genes in patients undergoing cancer risk assessment and reporting a personal history of early-onset renal cancer. Scientific Reports , 10(13518). doi.org/10.1038/s41598-020-70449-5

Price E , Robbins SJ,  Valverde KV . Increasing diversity in the genetic counseling profession: Development of recruitment tools for African American undergraduate students.  J Genet Couns , 2020 Apr;29(2):224-233.  doi: 10.1002/jgc4.1280

Grand K , Katz L, Crowley B, Moss E, Lessig M, Bamba V, Zackai E, Emanuel B, Valverde K , and McDonald-McGinn D. (2018). Impact of Hypocalcemia on Full Scale IQ in Patients with 22q11.2 Deletion Syndrome. American Journal of Medical Genetics: Part A. 2018 Oct; 176 (10): 2167-71. doi: 10.1002/ajmg.a.40535 .

• McCarty A , Miller J, Pennington J, Fecteau H, Kessler L . (2018). Utilization of the Tablet Application Proband in Pedigree Construction and Assessment. J Genet Couns. 2018 Apr;27(2):406-415. doi: 10.1007/s10897-017-0197-1 .

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“Most of the things worth doing in the world had been declared impossible before they were done.” In 2016, we celebrated the  centennial of Justice Brandeis’ nomination and appointment to the U.S. Supreme Court.

Research at Brandeis

The two colleagues, who arrived at Brandeis in 1974, did their pioneering work during their time at the university. Focusing on the fruit fly, they discovered the molecular mechanisms controlling circadian rhythm, the inner biological clock that regulates almost all life on the planet. The findings may one day lead to treatments for mental illness, Alzheimer's, heart disease and diabetes, all of which have been linked to our circadian rhythms becoming out of sync. 

Each genetic counseling student is required to complete a departmental research project as a requirement of graduation from the Program. To combine learning about how to conduct research in an ethical way with the practical skills needed in the profession, we require the following:

• During graduate school, students will complete a research seminar and a research elective, usually addressing the method or analysis approach they will utilize.  

• Students must complete a formal manuscript in the format of a journal article for publication. 

• Students will create a poster, and if possible present it at a local genetics meeting.  

• Students will orally present their work at a research colloquium, usually held immediately prior to graduation. 

Graduates' Projects

We are very proud to have a ~50% publication rate for student research projects.

Kelly Ormond Research Award

We are proud to announce the Kelly Ormond Research Award ! This award was created to promote the dissemination of SUGC student research project results.

Who can apply?

2nd year SUGC students in good standing, eligible to graduate on time OR within one year of graudation date.

How much is the award?

A maximum of $2,000 will be awarded annually.

What will the award cover?

This award can support publication costs, registration fees, travel to conferences, etc. associated with presenting and disseminating your research project results. Please note these funds cannot be used for salary support, effort, or what an employer will cover (i.e., conference travel support by job, etc.).

How to apply:

Prepare the following as one PDF file:

• Significance of the research project
• Importance of disseminating the results
• Implications of the results on practice
• Your poster - the final poster you submitted to the program, or a revised version completed after graduation
• detailed breakdown of how the funds will be used
• Justification for use of the funds and confirmation that no other sources of support are available  
• Brief letter of support from your research committee - all committee members must be aware you are submitting your work for this award and approve 

Submit your documents via THIS FORM

When are applications due?

Annually, the first Friday in June at 11:59pm PT.

When will I find out if I got the award?

The award recipient will be announced via email on the last Monday in June before 5pm PT. If you did not receive the award you will get an email stating such on this day as well.

Donate to the Kelly Ormond Research Award fund!

All donations will be used to provide support to 2nd year students or new graduates to help disseminate their research results. No donation is considered too small!

Go to https://give.stanford.edu/

Under Direct Your Gift, choose “Stanford Medicine” and then “Other Stanford Designation"

Write in the designation: "Kelly Ormond Research Award fund in the Department of Genetics"

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10 Research in Genetic Counseling

• Published: September 2019
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The field of genetic counseling has historically valued the role of research. More recently, graduate programs have raised the standards for student thesis projects so that a greater percent are of publishable quality. The profession has acknowledged key research gaps, such as a lack of consensus on the primary client outcomes of counseling. Further, the National Society of Genetic Counselors has endorsed the importance of evidence that may be used to guide practice. Herein we present the role of genetic counselors as researchers and discuss approaches to designing research studies to answer key service delivery questions and patient-reported outcomes. To frame research in genetic counseling, health behavior and social psychology theories offer models for identifying key variables likely to predict client decisions and their outcomes. To date, studies in genetic counseling have been framed by the self-regulation model and the theory of planned behavior. A systematic review of randomized controlled trials in genetic counseling identified psychological well-being and gain in knowledge as the most prevalent patient outcomes. Evidence can be used to predict decisions to undergo genetic testing or follow up on results.

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• School of Medicine Columbia
• Location Location
• Contact Contact
• Colleges and Schools
• Graduate Programs

Genetic Counseling

There’s never been a better time to be a genetic counselor. Opportunities abound in any number of university, hospital, laboratory, research and industry settings. With a master's in genetic counseling, you’ll be ready for the workforce and a challenging, rewarding health professional career in one of the most dynamic areas of medicine.

Our Program

Learn about who we are as a program. Learn about our mission, our vision, our values, our goals and our history.

The people that make it happen. Meet our incredible faculty, staff, students and alumni.

Through coursework, fieldwork and community engagement, our curriculum cultivates a well-rounded genetic counselor.

Application

Find information, forms and deadlines on how to apply for our program, here.

Tuition, Scholarships and Financial Aid

Learn more about our program's tuition for both South Carolina residents and non-residents, as well as scholarship and financial aid opportunities, here.

Preparing for Graduate School

We know how important it is to be certain of your chosen profession and prepared for graduate education. We've created several opportunities that will help you explore a career in genetic counseling.

Program Events and Special Lectures

Our program is uniquely positioned in an academic, research and medical school setting allowing for special curricular events outside of the classroom.

Diversity, Equity, Inclusion and Justice

The USC Genetic Counseling Program strives to consistently foster an environment of inclusion for students, and we recognize that more can be done to improve diversity, equity, inclusion and justice (DEIJ) in our program and in the genetic counseling profession.

Challenge the conventional. Create the exceptional. No Limits.

MS in Genetic Counseling

Inspiring Future Leaders, Transforming Genetic Health Care

The Genetic Counseling Program

The MS in Genetic Counseling (MSGC) graduate program at the University of Pittsburgh is committed to providing cutting edge training in the complex science of genetics while fostering a strong foundation in counseling. This unique program is constantly evolving to ensure the continued success of graduates entering a dynamic workforce. Each year between 10 and 12 students are welcomed into the incoming class to be trained by world-renowned faculty. The genetic counseling program is grounded in three important elements: scientific training in human genetics and genomics, comprehensive clinical experience, and understanding the psychological and social aspects of counseling—with an added focus on integrating up to the minute discoveries in genetics and genomics as well as valuable concepts from other academic disciplines.

The genetic counseling program at the University of Pittsburgh is accredited by the  Accreditation Council for Genetic Counseling , Inc., 7918 Jones Branch Drive, Suite 300, McLean, VA 22102; phone: 703-506-7667. Our comprehensive program helps students to achieve and often surpass the practice based competencies outlined by the ACGC.

Explore to learn more about what sets our program and our graduates apart! We hope you will consider joining our challenging and exciting program.

Admissions 

Our graduates will be leaders at the center of health care in a future where every health decision will be influenced by genomic information.

Mission Statement

We deliver boundary-spanning education for future genetic counseling professionals in genomics, public health, business and policy and through immersion in diverse health care and research settings.

Core Values

The University of Pittsburgh Genetic Counseling Program’s core values are:

• Speak with Integrity and Compassion: We are committed to honesty, transparency and respect in every interaction.
• Commit Everyday: We take personal responsibility to achieve excellence in everything we do.
• Reach Out: We embrace collaboration and partnership to enhance professional possibilities.
• Embrace the Unknown: We believe that curiosity leads to lifelong learning.
• Be Bold: We are inspired by innovation and change.

Program Quick Facts

• Established in 1971, as the 2 nd  oldest genetic counseling program, with 50 years of experience in training successful genetic counseling professionals
• Accredited by the Accreditation Council of Genetic Counseling, with most recent reaccreditation received in 2019
• Accepts 12 students each year
• Opportunity to customize your education (e.g., a dual degree with both an MS in Genetic Counseling and an MPH in public health genetics)
• Students have observational experiences in their first year and are immersed in clinical rotations during the second year, seeing approximately 150-200 cases in a variety of clinical settings.
• The program is designed to support students through peer-to-peer, and peer-to-faculty mentorship
• 3-year average first time pass rate of 87% (2020-2022)
• 3-year overall pass rate of 90% (2020-2022)
• Student retention rate of 100% in the past 3 years (2020-2022)
• Job placement rate of 100% in recent graduates (2020-2022)

*please note that ABGC requirements for timing of taking the board certification examination have changed and thus some graduates have not yet sat for the examination. 

Visit  Why Choose Pitt GC for more information

International Focus 

Genetic risks and conditions are not confined to the U.S. and Canada, and clearly every population has need of genetic services. Being in a School of Public Health is an advantage, as the global needs of populations are frequent topics for discussion, and our school and department faculty have well established collaborations throughout the world.

The GC program is active in working with local and international partners to provide students with opportunities for international work in genetic counseling and public health. Students in the program have multiple opportunities to gain international experience.

Programs of Study

The two-year masters in genetic counseling program provides students with the knowledge and skills to successfully practice as genetic counselors in diverse settings and prepares them to be leaders within the profession.

Testimonials from Certificate Students

Aishwarya arjunan, global health certificate.

The Global Health certificate program allowed me to take my learnings from my genetic counseling and public health training to think about health issues that go beyond the US. I spent the three years of my graduate training working with the sickle cell community in Pittsburgh and in India. While there were similarities between the two communities there were a lot of differences as well. And I wanted to broaden my understanding of these differences and learn about what impacts them. The Global Health certificate was a wonderful way of thinking beyond my westernized learnings and allowed me to critically think about the complex health issues that we face today. I loved the opportunity to take classes in the other graduate schools at Pitt and work with students outside of the school of Public Health. The Global Health certificate along with my genetic counseling and public health training at the University of Pittsburgh have helped me throughout my career thus far in thinking about not only problems but the solutions from a more global perspective.  -Aishwarya Arjunan

Kelsey Bohnert, LGBTQ+ Health and Wellness Certificate

By the time I had applied to the University of Pittsburgh Genetic Counseling program, I had been following the field for more than 15 years. I had finally been encouraged to apply when I learned genetic counselors were taking on more leadership roles within clinics and academia, GC-led research was becoming more common, and the field had started to have more critical conversations about the lack of diversity within the workforce and client populations. Our understanding of genetics had soared in the last decade, but populations benefiting from this new knowledge and precision medicine did so within a healthcare system built on the exploitation and exclusion of many groups of people.

While there may not be a sexual orientation or gender “gene,” individuals identifying as being part of the Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) community participate in healthcare despite egregious examples of prejudice and exclusion. During the 2021 Gallup poll, 7.1% of those surveyed identified as being LGBTQ+, though this is thought to be an underestimate given the continued concerns around safety and discrimination. As a member of the Queer community, I was interested in exploring how gender identity and sexual orientation impact access to genetic information. The LGBT Health certificate allowed an opportunity to learn about past research around health disparities, as well as the evolution of resiliency research, all within the context of evidence-based practice and considerations for program evaluation.

The certificate requires 15 hours of course credit, along with the consideration of LGBTQ+ health within the thesis project. I was initially concerned about the added course work with the already-demanding genetic counseling schedule; however, I found the professors to be accommodating and the coursework to be directly applicable to my professional practice. Because I did not officially begin work on the certificate until my second semester, I graduated in June with the dual degree students. This extra time was needed to complete my thesis work after several semesters of classes on top of the genetic counseling curriculum. In addition to the classes centered on LGBTQ research, many courses within the program allowed for larger consideration of research within healthcare systems. These classes—taught by faculty in Behavioral and Community Health Sciences, Health Policy and Management, and Infectious Disease—provided a unique opportunity to learn more about community-empowered research practices and evaluation of health programs. I was able to learn about the phenomenal research being conducted by other departments within Pitt Public Health and make connections with students outside of our nuclear program.

I use the knowledge gained through this program daily in my practice as a genetic counselor and as a healthcare researcher. While some connections may seem obvious—I co-lead a presentation about sex and gender for second year GC students and co-chair the Justice, Equity, Diversity, and Inclusion committee within the Pennsylvania Association of Genetic Counselors—other applications are more subtle. Because of the discussions and discrepancies around the definition of sexual orientation, I deeply consider how I define and gather demographic information. I challenge students to consider non-traditional family structures and relationships as a clinic supervisor. After learning more about prevention science and implementation, I consider how we can better include communities in studies and then share the outcomes to ensure mutual benefit within the research process. Genetic counseling is based on the tenant of empowering families with the information to make their own healthcare decisions. The LGBT Health certificate expanded the focus to allow me to consider how we are collecting information to improve the access and experience of ALL patients within our healthcare system.

If a whole certificate is not feasible, consider taking a class or two out of the prescribed curriculum—or even asking to audit a class. I have no doubt it will enhance your experience at Pitt by widening your academic and networking circle, but will also expand your understanding of how genetic counselors can contribute to the health justice.

Julia Stone, Public Health Genetics Certificate

I am very pleased with my choice to obtain the public health genetics certificate during my genetic counseling training at Pitt. It allowed me the opportunity to delve deeper into important public health genetics topics with less of a cost and time burden than the dual degree option. As part of the certificate program, I took an exciting health communication class where I learned how to develop and analyze effective health communication campaigns. This turned out to be one of my favorite graduate courses, and it directly impacted both my own genetic counseling as well as my ability to evaluate genetic health communication resources. Overall, I developed a deeper appreciation for the intersection between genetics and population health which continues to be relevant as genetics becomes increasingly incorporated into health care.

Megan Zieber, Health Equity Certificate

Health disparities are preventable differences that exist among specific populations regarding attainment of optimal health. It is all too easy to become comfortable in your hometown and/or your educational institution. Stepping out to learn about people and communities other than your own and reflecting on how we can apply those lessons to improve health care is crucial. The health equity certificate provided me with an entirely new perspective on health disparities and cultural humility. Throughout this certificate program, students have opportunities to take classes within and outside the School of Public Health, facilitating conversation and collaboration among professionals of differing backgrounds. After many classes with only students from the School of Public Health, it was refreshing to hear students' perspectives from other disciplines. The certificate exposed me to a whole range of demographics (e.g. disability, economic, religion, native language), community structures and health disparities relevant today. Gaining a better understanding of how others work and think is the first step to cultural humility.

As a part of the health equity certificate, students must complete an applied experience. In 2021, I interned with the Council of Three Rivers American Indian Center Early Head Start (COTRAIC EHS) through Bridging the Gaps Pittsburgh. The program exposed me to families in Pittsburgh and surrounding areas who live below the federal poverty line and, therefore, sometimes lack accessibility to medical services. During my experience with COTRAIC EHS, direct interaction with the children and families helped me identify community needs, develop targeted interventions and advocate for these groups. Leadership, compassion and critical thinking are skills I strengthened during my time in the certificate program and will directly benefit patients with whom I interact in my career.

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122 The Best Genetics Research Topics For Projects

The study of genetics takes place across different levels of the education system in academic facilities all around the world. It is an academic discipline that seeks to explain the mechanism of heredity and genes in living organisms. First discovered back in the 1850s, the study of genetics has come a pretty long way, and it plays such an immense role in our everyday lives. Therefore, when you are assigned a genetics research paper, you should pick a topic that is not only interesting to you but one that you understand well.

Choosing Research Topics in Genetics

Even for the most knowledgeable person in the room, choosing a genetics topic for research papers can be, at times, a hectic experience. So we put together a list of some of the most exciting top in genetics to make the endeavor easier for you. However, note, while all the topics we’ve listed below will enable you to write a unique genetic project, remember what you choose can make or break your paper. So again, select a topic that you are both interested and knowledgeable on, and that has plenty of research materials to use. Without further ado, check out the topics below.

Interesting Genetics Topics for your Next Research Paper

• Genes and DNA: write a beginners’ guide to genetics and its applications
• Factors that contribute or/and cause genetic mutations
• Genetics and obesity, what do you need to know?
• Describe RNA information
• Is there a possibility of the genetic code being confidential?
• Are there any living cells present in the gene?
• Cancer and genetics
• Describe the role of genetics in the fight against Alzheimer’s disease
• What is the gene
• Is there a link between genetics and Parkinson’s disease? Explain your answer.
• Replacement of genes and artificial chromosomes
• Explain genetic grounds for obesity
• Development and disease; how can genetics dissect the developing process
• Analyzing gene expression – RNA
• Gene interaction; eye development
• Advances and developments in nanotechnology to enable therapeutic methods for the treatment of HIV and AIDS.
• Isolating and identifying the cancer treatment activity of special organic metal compounds.
• Analyzing the characteristics in certain human genes that can withstand heavy metals.
• A detailed analysis of genotypes that is both sensitive and able to endure heavy metals.
• Isolating special growth-inducing bacteria that can assist crops during heavy metal damage and identifying lipid directing molecules for escalating heavy metal endurance in plants.

Hot and Controversial Topics in Genetics

• Is there a link between genetics and homosexuality? Explain your answer
• Is it ethical and morally upright to grow human organs
• Can DNA changes beat aging
• The history and development of human cloning science
• How addictive substances alter our genes
• Are genetically modified foods safe for human and animal consumption?
• Is depression a genetically based condition?
• Genetic diagnosis of the fetus
• Genetic analysis of the DNA structure
• What impact does cloning have on future generations?
• What is the link between genetics and autism?
• Can artificial insemination have any sort of genetic impact on a person?
• The advancements in genetic research and the bioethics that come with them.
• Is human organ farming a possibility today?
• Can genetics allow us to design and build a human to our specifications?
• Is it ethical to try and tamper with human genetics in any way?

Molecular Genetics Topics

• Molecular techniques: How to analyze DNA(including genomes), RNA as well as proteins
• Stem cells describe their potential and shortcomings
• Describe molecular and genome evolution
• Describe DNA as the agent of heredity
• Explain the power of targeted mutagenesis
• Bacteria as a genetic system
• Explain how genetic factors increase cancer susceptibility
• Outline and describe recent advances in molecular cancer genetics
• Does our DNA sequencing have space for more?
• Terminal illness and DNA.
• Does our DNA determine our body structure?
• What more can we possibly discover about DNA?

Genetic Engineering Topics

• Define gene editing, and outline key gene-editing technologies, explaining their impact on genetic engineering
• The essential role the human microbiome plays in preventing diseases
• The principles of genetic engineering
• Project on different types of cloning
• What is whole genome sequencing
• Explain existing studies on DNA-modified organisms
• How cloning can impact medicine
• Does our genetics hold the key to disease prevention?
• Can our genetics make us resistant to certain bacteria and viruses?
• Why our genetics plays a role in chronic degenerative diseases.
• Is it possible to create an organism in a controlled environment with genetic engineering?
• Would cloning lead to new advancements in genetic research?
• Is there a possibility to enhance human DNA?
• Why do we share DNA with so many other animals on the planet?
• Is our DNA still evolving or have reached our biological limit?
• Can human DNA be manipulated on a molecular or atomic level?
• Do we know everything there is to know about our DNA, or is there more?

Controversial Human Genetic Topics

• Who owns the rights to the human genome
• Is it legal for parents to order genetically perfect children
• is genetic testing necessary
• What is your stand on artificial insemination vs. ordinary pregnancy
• Do biotech companies have the right to patent human genes
• Define the scope of the accuracy of genetic testing
• Perks of human genetic engineering
• Write about gene replacement and its relationship to artificial chromosomes.
• Analyzing DNA and cloning
• DNA isolation and nanotechnology methods to achieve it.
• Genotyping of African citizens.
• Greatly mutating Y-STRs and the isolated study of their genetic variation.
• The analytical finding of indels and their genetic diversity.

DNA Research Paper Topics

The role and research of DNA are so impactful today that it has a significant effect on our daily lives today. From health care to medication and ethics, over the last few decades, our knowledge of DNA has experienced a lot of growth. A lot has been discovered from the research of DNA and genetics.

Therefore, writing a good research paper on DNA is quite the task today. Choosing the right topic can make things a lot easier and interesting for writing your paper. Also, make sure that you have reliable resources before you begin with your paper.

• Can we possibly identify and extract dinosaur DNA?
• Is the possibility of cloning just around the corner?
• Is there a connection between the way we behave and our genetic sequence?
• DNA research and the environment we live in.
• Does our DNA sequencing have something to do with our allergies?
• The connection between hereditary diseases and our DNA.
• The new perspectives and complications that DNA can give us.
• Is DNA the reason all don’t have similar looks?
• How complex human DNA is.
• Is there any sort of connection between our DNA and cancer susceptibility and resistance?
• What components of our DNA affect our decision-making and personality?
• Is it possible to create DNA from scratch under the right conditions?
• Why is carbon such a big factor in DNA composition?
• Why is RNA something to consider in viral research and its impact on human DNA?
• Can we detect defects in a person’s DNA before they are born?

Genetics Topics For Presentation

The subject of genetics can be quite broad and complex. However, choosing a topic that you are familiar with and is unique can be beneficial to your presentation. Genetics plays an important part in biology and has an effect on everyone, from our personal lives to our professional careers.

Below are some topics you can use to set up a great genetics presentation. It helps to pick a topic that you find engaging and have a good understanding of. This helps by making your presentation clear and concise.

• Can we create an artificial gene that’s made up of synthetic chromosomes?
• Is cloning the next step in genetic research and engineering?
• The complexity and significance of genetic mutation.
• The unlimited potential and advantages of human genetics.
• What can the analysis of an individual’s DNA tell us about their genetics?
• Is it necessary to conduct any form of genetic testing?
• Is it ethical to possibly own a patent to patent genes?
• How accurate are the results of a genetics test?
• Can hereditary conditions be isolated and eliminated with genetic research?
• Can genetically modified food have an impact on our genetics?
• Can genetics have a role to play in an individual’s sexuality?
• The advantages of further genetic research.
• The pros and cons of genetic engineering.
• The genetic impact of terminal and neurological diseases.

Biotechnology Topics For Research Papers

As we all know, the combination of biology and technology is a great subject. Biotechnology still offers many opportunities for eager minds to make innovations. Biotechnology has a significant role in the development of modern technology.

Below you can find some interesting topics to use in your next biotechnology research paper. Make sure that your sources are reliable and engage both you and the reader.

• Settlements that promote sustainable energy technology maintenance.
• Producing ethanol through molasses emission treatment.
• Evapotranspiration and its different processes.
• Circular biotechnology and its widespread framework.
• Understanding the genes responsible for flora response to harsh conditions.
• Molecule signaling in plants responding to dehydration and increased sodium.
• The genetic improvement of plant capabilities in major crop yielding.
• Pharmacogenomics on cancer treatment medication.
• Pharmacogenomics on hypertension treating medication.
• The uses of nanotechnology in genotyping.
• How we can quickly detect and identify food-connected pathogens using molecular-based technology.
• The impact of processing technology both new and traditional on bacteria cultures linked to Aspalathus linearis.
• A detailed analysis of adequate and renewable sorghum sources for bioethanol manufacturing in South Africa.
• A detailed analysis of cancer treatment agents represented as special quinone compounds.
• Understanding the targeted administering of embelin to cancerous cells.

Tips for Writing an Interesting Genetics Research Paper

All the genetics research topics above are excellent, and if utilized well, could help you come up with a killer research paper. However, a good genetics research paper goes beyond the topic. Therefore, besides choosing a topic, you are most interested in, and one with sufficient research materials ensure you

Fully Understand the Research Paper Format

You may write on the most interesting genetics topics and have a well-thought-out set of ideas, but if your work is not arranged in an engaging and readable manner, your professor is likely to dismiss it, without looking at what you’ve written. That is the last thing you need as a person seeking to score excellent grades. Therefore, before you even put pen to paper, understand what research format is required.

Keep in mind that part of understanding the paper’s format is knowing what words to use and not to use. You can contact our trustful masters to get qualified assistance.

Research Thoroughly and Create an Outline

Whichever genetics research paper topics you decide to go with, the key to having excellent results is appropriately researching it. Therefore, embark on a journey to understand your genetics research paper topic by thoroughly studying it using resources from your school’s library and the internet.

Ensure you create an outline so that you can note all the useful genetic project ideas down. A research paper outline will help ensure that you don’t forget even one important point. It also enables you to organize your thoughts. That way, writing them down in the actual genetics research paper becomes smooth sailing. In other words, a genetics project outline is more like a sketch of the paper.

Other than the outline, it pays to have an excellent research strategy. In other words, instead of looking for information on any random source you come across, it would be wise to have a step-by-step process of looking for the research information.

For instance, you could start by reading your notes to see what they have to say about the topic you’ve chosen. Next, visit your school’s library, go through any books related to your genetics research paper topic to see whether the information on your notes is correct and for additional information on the topic. Note, you can visit the library either physically or via your school’s website. Lastly, browse educational sites such as Google Scholar, for additional information. This way, you’ll start your work with a bunch of excellent genetics project ideas, and at the same time, you’ll have enjoyed every step of the research process.

Get Down to Work

Now turn the genetics project ideas on your outline into a genetics research paper full of useful and factual information.

There is no denying writing a genetics research paper is one of the hardest parts of your studies. But with the above genetics topics and writing tips to guide you, it should be a tad easier. Good luck!

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Components of genetic counsellor education: A systematic review of the peer-reviewed literature

C. ingvoldstad.

Karolinska Institute, CLINTECH, Obstetrics and Gynaecology, Stockholm, Sweden

Koç University School of Nursing, İstanbul, Turkey

Department of Oncogenetics, Centre Paul Strauss, Strasbourg, France

Department of Oncogenetics, Hospital of Strasbourg, Strasbourg, France

Center for Predictive and Preventive Genetics, Institute for Molecular and Cell Biology, Porto, Portugal

Faculty of Health and Human Sciences, Plymouth University, Plymouth, UK

The need for appropriately trained genetic counsellors to support genetic healthcare is now acknowledged. However, while programmes for education of genetic counsellors exist in a number of countries, these do not conform to any specific international standards. As genetic techniques, educational standards and professional standards have been evolved, and with increasing mobility of genetic counsellors, it is of great importance to have some comparison of education and training between different countries. This systematic review was conducted to determine the components of educational programmes for genetic counsellors worldwide that have been published in peer-reviewed literature. Databases were searched for studies published in English from 2000 to 2014 related to the topic. We identified 406 potential papers, of these, 11 studies met the inclusion criteria. The findings indicate that, in most cases, the theoretical components of genetic counsellor programmes conform to the recommendations and requirements of relevant professional bodies. However, clinical preparation of genetic counsellors in real-life professional practice settings seems to be less well addressed as this is essential to ensure genetic counsellors are able to provide safe patient care after graduation. Further work to gain agreement internationally on genetic counsellor education is needed.

Introduction

The rapid advancement of genetics has resulted in an increase in the application of genetics to many aspects of healthcare (Calzone et al. 2013 ). In parallel with the higher demand on genetic services, an increasing number of health professionals working in the field is required (Yashar and Peterson 2013 ; Hooker et al. 2014 ). Genetic services, including diagnosis of genetic conditions, genetic counselling and genetic testing, are provided in many countries by a multidisciplinary specialist genetic healthcare team, including allied health professionals such as genetic nurses and genetic counsellors (Hooker et al. 2014 ; Skirton et al. 2013a ).

Genetic counselling, which is an integral part of genetic services, is defined by the National Society of Genetic Counsellors (NSGC, p. 5) as ‘the process of helping people understand and adapt to the medical, psychological and familial implications of genetic contributions to disease’ (ACGC 2013 ). Genetic counsellors are health professionals with specific specialist training in this field (Skirton et al. 2010a ; ACGC 2013 ).

The first training programme for non-medically trained genetic counsellors was founded in 1969 by Melissa Richter at the Sarah Lawrence College in Bronxville, New York (USA). It was established in response to the advances in human genetics knowledge and technologies, which coincided with the decriminalisation of abortion and the growing importance of bioethical issues in the USA (Stern 2009 ; Yashar and Peterson 2013 ). This first training programme served as the model for the education in genetic counsellors throughout North America. Over the next decades, additional programmes were established in both the USA and Canada (Smith 1993 ). Currently, there are more than 30 training programmes accredited by the American Board of Genetic Counselling (Cordier 2013 ). In the late 1980s, educators in South Africa established an MSc level training programme for genetic counsellors (Kromberg and Krause 2013 ), and in Australia, a diploma level programme was developed: this was later converted to a 2 year Master programme in 2008 (McEwen et al. 2013 ). In Europe, Master degree programmes for genetic counsellors started in the UK, in 1992 at the University of Manchester and in 2000 at Cardiff University (Skirton et al. 2013b ). In the last decade, professionals in other nations have followed in the footsteps of those inaugural models by creating specific educational programmes for genetic counsellors (Cordier et al. 2012 ). In Europe, the European Board of Medical Genetics (EBMG) assessed those Master programmes offered in Europe by comparing the course delivery methods and content of each programme with the core competences for genetic counsellors and the curriculum developed by the EBMG (Skirton et al 2013a ). The EBMG approved six specific university-based programmes offered in Europe as appropriate for the training of genetic counsellors (EBMG 2014a ); these are provided in the UK (Manchester and Cardiff), France, Spain, Portugal and Romania.

As scientific knowledge and application of genetic technology continues to create more diagnostic and management options in clinical medicine, genetic counselling must continue to evolve to meet the needs of populations (Yashar and Peterson 2013 ; Hooker et al. 2014 ). In order to ensure quality of patient care, genetic counselling training should include the knowledge, skills and attitudes required to perform appropriately as a genetic counsellor (Accreditation Council for Genetic Counseling ACGC. Standards of accreditation for graduate programs in genetic counseling 2013 ; Skirton et al. 2013b ). Core competencies for the genetic counselling profession have been established in several regions (Yashar and Peterson 2013 ; Skirton et al. 2013a ; Accreditation Council for Genetic Counseling ACGC. Standards of accreditation for graduate programs in genetic counseling 2013 ). In a Delphi study, Skirton et al. ( 2013a ) determined the first core curriculum for genetic counsellors in Europe that includes the following: (1) counselling skills; (2) psychological aspects of genetic healthcare; (3) medical genetics; (4) human genetics; (5) ethics, law and sociology; (6) professional practice; and (7) education and research.

The need for appropriately trained genetic counsellors is now widely acknowledged. However, while programmes for education of genetic counsellors exist in a number of countries, these do not conform to any specific international standards. Variance in the professional identity and training of genetic counsellors may be due to differing practice healthcare systems between countries but may also contribute to inconsistencies in standards of patient care. As genetic techniques, educational standards and professional standards have evolved, and with increasing mobility of genetic counsellors, it is of great importance to have some comparison of education and training between different countries. In addition, as many smaller countries do not have educational programmes for genetic counsellors, many will be trained in one country and work in another. Guidelines for uniform genetic counsellor education are needed to ensure the quality of professional practice, leading to equitable services for patients (Skirton et al. 2010a , b ).

In this context, we conducted a systematic review to determine the components of educational programmes for genetic counsellors in peer-reviewed, published literature.

Conducting a systematic review enables the evidence on a particular topic to be gathered, analyzed and synthesized. Adherence to a rigorous set of guidelines is essential to ensure rigour and objectivity. We followed the process for systematic reviews developed by the Centre for Reviews and Dissemination ( 2009 ), which involves identification of relevant search terms, selection of studies based on explicit inclusion and exclusion criteria and quality assessment of papers.

The research question was ‘What are the components of professional education for genetic counsellors in the published literature’? The objectives were to determine specific aspects of genetic counsellor training programmes including admission requirements, teaching methods, core competencies addressed and relationship between the programmes and professional registration or certification processes.

Search strategy

A search of five relevant electronic databases, Medline, CINAHL, Educational research complete, Web of Science and Scopus, AMED and PsychInfo, was conducted. Following an initial ad hoc search to determine the relevant search terms, we used the following terms within any part of the text: ‘genetic counselling’ OR ‘genetic counseling’ OR ‘genetic counsellor’ OR ‘genetic counsellor’ AND ‘education’ OR ‘training’ OR ‘Master program’ OR ‘curricula’ OR ‘curriculum’. The search focused on papers published in English between the 1st of January 2000 and 28th of February 2014. Although earlier programmes have existed for decades, we were interested in the current education for genetic counsellors. However, some papers published within the time period of the review included information about older programmes.

Inclusion and exclusion criteria

Papers were eligible for inclusion if they (i) were based on research using qualitative, quantitative or mixed methods designs as well as descriptive reports; (ii) included data on components of existing training programs for genetic counsellors (admission requirements, teaching methods, core competencies, registration and certification process); and (iii) reported on existing training programs.

Papers were excluded if they (i) focused on career development of health professionals other than genetic counsellors, (ii) were focused on competencies without inclusion of content, and (iii) were related to theoretical components or curricula for genetic counsellor training programs (but do not discuss actual training programmes).

As a result of the initial search, we identified 481 potential papers for inclusion. After deleting duplicates, 406 papers were left for examination. Further to this process, a hand search of the indices of Journal of Genetic Counseling was made, resulting in identification of five additional papers. After reading the titles of all papers, a further 282 were excluded, leaving a total of 124 papers. The abstracts of these papers were read, and a further 86 were excluded on the grounds that they did not fit the inclusion criteria (see PRISMA diagram). The excluded papers focused on topics such as counselee-related issues, the genetic counselling process or disease specific genetic counselling issues, genetic counsellor attitudes and knowledge, topics related to genetic testing and comparison of interventions performed by genetic counsellors. Conference presentations, editorial comments and book chapters were also excluded in this stage. All 38 remaining papers were read in full text, and 27 papers were excluded because they did not include sufficient content on genetic counsellor education. As a result, 11 papers fitted the criteria for the review (see PRISMA diagram).

Quality assessment

As part of a systematic review process, each paper that is potentially for inclusion should be assessed for methodological quality. Papers that are not of a sufficiently high standard can then be excluded from the review of evidence. We used published scoring systems (Kmet et al. 2004 ; Joanna Briggs Institute 2014 ) to create an overall quality score for each paper. Two (MP and HS) of the authors independently rated each paper, and the scores were then discussed until consensus was reached.

The majority of the papers were reports for which there are few scoring systems; therefore, we used the Joanna Briggs Institute Notari scoring system [ http://joannabriggs.org/sumari.html ], which can be used for evaluating discussion or opinion papers (Joanna Briggs Institute 2014 ). It includes seven questions related to the veracity of the manuscript content and consistency with other published literature, and a score is allocated according to the response to each question. Although not ideal for our purposes, after slight adaptation, we used this tool to make a judgment on the quality of the reports. One of the papers was research-based, and for this, we used the scoring system devised by Kmet et al. ( 2004 ). This involves answering 14 relevant items related to issues such as study design, sample size and method of analysis by allocating a score of 2 (fully met), 1 (partially met) or 0 (not met) to each item. After scoring all papers, the total scores were then converted to percentages. The scores for all papers were above 70 % and therefore all were considered of sufficient methodological quality to be included in this review.

Data extraction

Several of the authors (CI, HS, CC, NT) were involved in data selection and extraction at every stage in the review. As the papers were so varied and the majority was not research-based, a meta-analysis was not possible. For each article, identifying information (such as objectives, research setting, study design, methods) was recorded, and data relevant to the research study were extracted (such as objectives, admission requirements for genetics education, and types of genetics education programme and characteristics of the programme).

Original data from the included studies were extracted and presented in Tables  1 and ​ and2. 2 . A thematic analysis of the data was conducted and is presented in a narrative format.

Characteristics of included papers

An overview of genetics education programmes

Table ​ Table1 1 summarizes the characteristics of the papers included in the study. All of the papers were published after 2005. Table ​ Table2 2 provides an overview of genetics education, as reported in the articles included in the study.

Of the 11 papers, three focused on genetic counsellors in Australia and one paper in each of the USA, France, the Philippines, Cuba, Taiwan, Israel, Saudi Arabia and South Africa, respectively. One study used a two-phase cross-sectional design (Bedard et al. 2007 ). The remaining 10 papers were descriptive reports. The themes extracted from the papers were the following: (1) admission requirements for the programme, (2) basic information of the programmes, (3) teaching methods of the programme, (4) expected competencies from graduates, and (5) registration and certification requirement for genetic counsellors (Table ​ (Table2 2 ).

Table ​ Table3 3 includes the content of genetic education programmes reported in these papers. Although the papers did not include the entire content of the programmes, the majority of authors provided the basic components. Depending on the background of students, duration and the level of education, content of the education programme varied in a wide range of topics. Generally, programmes encompassed both clinical and theoretical teaching; however, authors of only two papers were mentioned, including counselling practice (Sahhar et al. 2013 ; McEwen et al. 2013 ).

Content of genetic education programmes

Admission requirements for the programme

Authors of most papers stated that students of the programme should have an undergraduate or bachelor degree in science or health science (Qari et al. 2013 ; Sagi and Uhlmann 2013 ; Sahhar et al. 2013 ; Cordier et al. 2013 ; Laurino and Padilla 2013 ) or nursing (Qari et al. 2013 ; Laurino and Padilla 2013 ; Cruz 2013 ; Cordier et al. 2013 ); other authors mentioned graduates in psychology (Sagi and Uhlmann 2013 ; Laurino and Padilla 2013 ; Cruz 2013 ) or humanities (Sahhar et al. 2013 ) as suitable candidates. In Cuba, there were two different programmes where the first of the programmes was for physicians with specialties other than genetics (such as family medicine, paediatrics or obstetrics) (Cruz 2013 ), and the second was designed for other professionals such as psychologists, nurses or social workers to enable them to become genetic counsellors. In Taiwan, students with various medical backgrounds such as nurses, technicians, doctors and psychologist could participate in the programme (Chien et al. 2013 ). In France practicing health professionals were eligible (Cordier et al. 2013 ), while in Australia, the programme was mostly targeted at non-medical health professionals (McEwen et al. 2013 ). Other pre-requisites stated were, for example, excellent knowledge of written and oral English (Qari et al. 2013 ), 2-year military service and very high undergraduate grades (Sagi and Uhlmann 2013 ) or specific citizenship (Qari et al. 2013 ).

Basic information of the programmes

Authors of all papers, except one (Sahhar et al. 2005 ), described 2-year (full-time) Master programmes in Genetic Counselling. The paper by Sahhar ( 2005 ) reports on the 1 year graduate diploma programme that was offered in Australia at that time. Because that programme was superseded in 2008 by the 2 year Master course (Sahhar et al. 2013 ), we include the paper in the tables for completeness but will not include those results in the narrative text. . The oldest Master programme described, from which 51 genetic counsellors had graduated, started in Israel in 1997 (Sagi and Uhlmann 2013 ). However, 837 genetic counsellors had graduated in Cuba since 2000 (Cruz 2013 ). The most recently developed programme, available since 2011, was in the Philippines (Laurino and Padilla 2013 ).

Teaching methods of the programme

All programmes include didactic coursework or formal education. The didactic coursework was delivered via lectures, group discussions and student-led seminars. Other important teaching tools were role-play, encouragement of self-reflection, videotaping and problem-based learning (Sahhar et al. 2013 ). In addition, many programmes include clinical training in relevant healthcare clinics, for example prenatal, general paediatrics and cancer (Qari et al. 2013 ; McEwen et al. 2013 ; Laurino and Padilla 2013 ; Cordier et al. 2013 ; Sagi and Uhlmann 2013 ; Sahhar et al. 2013 ) or in primary health care (Cruz 2013 ). Some programmes include a research project or a thesis (Qari et al. 2013 ; Bedard et al. 2007 ; Sahhar et al. 2013 ; Sagi and Uhlmann 2013 ; McEwen et al. 2013 ; Cordier et al. 2013 ; Laurino and Padilla 2013 ) and some included laboratory work (Qari et al. 2013 ;; Cordier et al. 2013 ; Chien et al. 2013 ).

Content of the programmes

The information on the course content was limited in some papers. However, where course content was included, some common areas could be identified.

Theoretical subjects

Genetics was included in a range of formats. Basic and molecular genetics were mentioned when describing the content of the programme in Saudi Arabia (Qari et al. 2013 ) and in Australia (Sahhar et al. 2013 ). Human genetics and human population genetics courses were also included in the Saudi Arabian curriculum (Qari et al. 2013 ). Other authors mentioned clinical or medical genetics courses (Qari et al. 2013 ; Sagi and Uhlmann 2013 ; McEwen et al. 2013 ; Chien et al. 2013 ) as part of the programme. Other subjects mentioned were metabolic diseases molecular cytology, embryology, fetal ultrasound (Sagi and Uhlmann 2013 ) and pathology (Cordier et al. 2013 ).

Counselling

Authors of six of the papers stated that courses in counselling skills (Qari et al. 2013 ; Sahhar et al. 2013 ; McEwen et al. 2013 ; Cordier et al. 2013 ; Chien et al. 2013 ) or health communication skills (Sahhar et al. 2013 ) were part of the programme.

Ethics and psychological issues

The programme in Saudi Arabia included courses in cancer genetic counselling, psychological aspects of genetic counselling and genetic counselling and Islam. In Israel, the programme included courses on decision making and ethics in modern genetics (Sagi and Uhlmann 2013 ).

Research methodology and thesis

Some of the programmes included research design and methodology courses (Bedard et al. 2007 ; Sahhar et al. 2013 ; Sagi and Uhlmann 2013 ; Cordier et al. 2013 ) as well as statistics or biostatistics (Bedard et al. 2007 ; Sagi and Uhlmann 2013 ; Chien et al. 2013 ). In eight of the papers, it was stated that a research project (Kmet et al. 2004 ; Kromberg and Krause 2013 ; Cruz 2013 ) or a formal thesis (Qari et al. 2013 ; Bedard et al. 2007 ; Sahhar et al. 2013 ; Laurino and Padilla 2013 ; Sagi and Uhlmann 2013 ) was a requirement.

Clinical practice and rotation

Of the papers in which content of the programmes was included, seven programmes had some kind of clinical practice or observational clinical training included in the curricula (Sahhar et al. 2013 ; Sagi and Uhlmann 2013 ; McEwen et al. 2013 ; Laurino and Padilla 2013 ; Kromberg and Krause 2013 ; Cruz 2013 ; Cordier et al. 2013 ). The duration and form of clinical practice differed between the programmes. In France, for example, there were clinical rotations of 28 weeks (Cordier et al. 2013 ), whereas in Cuba, students had 428 h of training (Cruz 2013 ). In Australia, practice included working as a trainee genetic counsellor under supervision (McEwen et al. 2013 ) and observation at genetics clinics, as well as placements in a community setting (Sahhar et al. 2013 ).

Expected competences of graduates

At the end of every programme, students undertook oral and written examinations to test their preparedness as a genetic counsellor. Students were expected to have knowledge of both genetics and scientific and medical fields, as well as in social, psychological and ethical aspects of genetic counselling. In addition, required competences included counselling theories (Sahhar et al. 2005 ), communication skills, interviewing and counselling skills and critical thinking and analysis (McEwen et al. 2013 ; Accreditation Council for Genetic Counseling ACGC. Standards of accreditation for graduate programs in genetic counseling 2013 ). In the Philippines, the students were expected to document more than 40 counselling cases (Laurino and Padilla 2013 ).

Registration and certification requirement for genetic counsellors

There were registration or certification processes for genetic counsellors reported in Australia (McEwen et al. 2013 ), Israel (Sagi and Uhlmann 2013 ), France (Cordier et al. 2013 ), Taiwan (Chien et al. 2013 ) and South Africa (Kromberg and Krause 2013 ). In Australia, there is a rigorous certification process under the Board of Censors for Genetic Counselling assigned by the Human Genetics Society of Australasia (HGSA) (McEwen et al. 2013 ). In addition, the programmes in Cuba (Cruz 2013 ) and Saudi Arabia (Qari et al. 2013 ) have been accredited by the education system in each country.

Core competences for the genetic counselling profession have been established (Skirton et al. 2010b , 2013a ; Yashar and Peterson 2013 ; Accreditation Council for Genetic Counseling ACGC. Standards of accreditation for graduate programs in genetic counseling 2013 ). In addition, educational standards and competences of genetic counsellors have been agreed upon in Europe (Skirton et al 2010a ) as well as in the USA (Accreditation Council for Genetic Counseling ACGC. Standards of accreditation for graduate programs in genetic counseling 2013 ). In the studies included in this review, all current genetic counselling programmes were 2-year Master programmes. This is in accordance with the ACGC standards for accreditation of graduate programmes in genetic counselling (Accreditation Council for Genetic Counseling ACGC. Standards of accreditation for graduate programs in genetic counseling 2013 ), which states that all graduate programmes in genetic counselling are required to provide training over a minimum of 21 months or two academic years. Two-year Master programmes also comply with the European standards, as the professional and educational standards for genetic counsellors in Europe state that a genetic counsellor is a health professional who has undertaken a period of education and training at Master level, and this is a requirement for registration by the EBMG (Skirton et al. 2013a ; European Board of Medical Genetics EBMG 2014a ).

Our findings indicate that the programmes correlated well with both the European core competencies that state counselling skills, psychological issues, medical genetics, human genetics and ethics/law/sociology to be included in the training programme (European Board of Medical Genetics EBMG 2014b ) and the ACGC standards, which show similar instructional content in their curricula, e.g. human and medical genetics, science related to medical genetics, psychosocial content including counselling and social, ethical and legal issues in genetics (Accreditation Council for Genetic Counseling ACGC. Standards of accreditation for graduate programs in genetic counseling 2013 ). In addition to these theoretical courses, competencies in research methods and education are part of the curricula of genetic counselling Master programmes (Accreditation Council for Genetic Counseling ACGC. Standards of accreditation for graduate programs in genetic counseling 2013 ; European Board of Medical Genetics EBMG 2014a ), and these were included in the majority of programmes assessed in this review.

Although many programmes combined formal education and clinical training, the duration and components of clinical training are not clear in majority of the papers included in the review. Authors of seven papers described clinical practice or observation, but the format and duration of clinical practice differed between the programmes. The proposed European curricula (Skirton et al. 2010a , 2013a ; European Board of Medical Genetics EBMG 2014a , b ) states that Master programmes for genetic counsellors should include practical training for at least 50 % of the training hours, and that at least half of that practical training should be clinical practice in a genetic centre (Skirton et al. 2013a ). The ACGC standards (Accreditation Council for Genetic Counseling ACGC. Standards of accreditation for graduate programs in genetic counseling 2013 ) indicate that the clinical case experience must illustrate the student has had a diverse training to prepare him or her to provide effective genetic counselling within a variety of practice settings, so those programmes that do not include substantial clinical training could be judged to be unfit for purpose. For this reason, more collaboration to produce agreed international standards is needed. The Transnational Alliance of Genetic Counsellors (Transnational Alliance of Genetic Counsellors (TAGC) 2014 ) was established in 2008 as an informal organization for Genetic Counselling Master programme course directors. The aim of TAGC is to foster communication and collaboration amongst providers of genetic counselling programmes. Although the TAGC has no legal standing, members would be important stakeholders in such initiatives, e.g. by gathering information on and comparing different programmes, and from that, create an international consensus regarding learning outcomes and registration systems. This knowledge could be shared internationally through international conferences, research collaborations and by facilitating exchange of qualified practitioners, faculty and students between countries. However, to ensure compliance, support by legal entities in each region or country would be desirable. In this review, there was little evidence discovered related to learning outcomes of courses, and this is another area where there is potential for international consensus.

One of the key issues that arise from this review is the need for Master level education to be available for the training of genetic counsellors. In Europe, there are approved courses in only five countries (European Board of Medical Genetics EBMG 2014a ), meaning that unless prospective counsellors are able to fund their studies outside their home country and are able to study in a second language, there is no opportunity for them to achieve the required standard of education. This obviously reflects upon the level of care they can offer. It is financially difficult for institutions to support such courses in countries with low populations; therefore. individual courses in each country may not be feasible. However, as culture, ethnicity and religious faith all have an influence on the impact of the genetic condition in a family and on the options and opportunities available to families, it is important that students are trained in the context of their own culture. Solutions to this problem need to be urgently sought at the European level, and one option would be to develop European courses for the theoretical components, with local opportunities for practical training, or to organise courses across several countries with a common language or similar cultural mores. E-learning is an option that could be utilised to enable broad accessibility of courses.

Strengths and limitations

This was a comprehensive review of all published material on educational programmes for genetic counsellors. The review of the papers identified in the search and the quality appraisal was conducted by two experienced researchers, enhancing the rigor of the work. The number and range of countries represented is also a strength; however, it should be noted that many of the papers were descriptive reports rather than research-based papers. Moreover, this review does not include the programmes in genetic counselling in some countries such as USA or UK even though they have accredited and standard curriculum, since these programmes in genetic counselling have not been reported or published in peer-reviewed journals. It would be interesting to do some further research, using different methodology, to investigate and evaluate the curricula of all existing programmes in genetic counselling. We chose to undertake this review using only papers and reports that had been subjected to peer-review, to enhance the rigour of the findings. However, it would be possible to undertake the study using a search of grey literature (such as programme websites) or by collecting data directly from course directors or national professional organizations.

Conclusions

According to the results of this review of evidence published in the peer-reviewed literature, in general, the theoretical components of genetic counsellor programmes conform to the recommendations and requirements of professional bodies. However, it is concerning that the clinical preparation of genetic counsellors in real-life professional practice settings seems to be less well addressed. As genetic counsellors may move directly from their training programme into practice, they may not have sufficient clinical experience to offer safe care for patients. It is important that genetic counsellor programmes include not only academic courses but also practical preparation for professional work. Further work to introduce international standards of training will benefit the profession and ultimately, the patients.

Compliance with ethical standards

Conflicts of interest.

This work has been performed by the authors without external funding. The authors declare no conflict of financial or non-financial interest. This study did not involve sensitive personal information, animal research, biological samples, or manipulation of subjects physically or psychologically. It was therefore exempt from ethical approval.

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Reis, Linda M. "Spiritual Assessment in Genetic Counseling." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1090644974.

Barnett, Chloe. "The Gendered Pay Gap in Genetic Counseling." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1583998580304134.

Somers, Allyson. "Provision of cardiovascular genetic counseling services: current practice and future directions." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367924189.

Williams, Misti D. "Collaborative Partnerships Between Genetic Counselors and Genetic Advocacy/Support Groups: The Genetic Counseling Perspective." Cincinnati, Ohio : University of Cincinnati, 2006. http://rave.ohiolink.edu/etdc//view?acc_num=ucin1151510578.

Salmon, Anderson Tricia. "Sickle Cell Trait and Genetic Counseling." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4020.

Wallace, Jody P. "Employability of Genetic Counselors with a PhD in Genetic Counseling." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179428260.

Marbach, Rachel. "The frequency of spontaneously reported psychiatric disorders on pre-genetic counseling appointment intake forms and during counseling sessions." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158688292193696.

Psensky, Brittany. "Factors Impacting Attendance of Patients with HCM for Cardiovascular Genetic Counseling." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1339083273.

Lahner, Nicole. "Assessment of Genetic Provider and Parent Communication Patterns in Pediatric Genetic Counseling Sessions." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460379299.

Lewis, Courtney. "Genetics Laboratory Directors’ Perspectives on the Role of Genetic Counselors in Acquired Mutation Testing: Current and Expanded Opportunities." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396523134.

Czape, Kayla. "Parent preferences regarding educational material and genetic counseling for hearing loss genetic testing." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276974727.

Hayat, Roshanai Afsaneh. "Psychological and Behavioral Aspects of Receiving Genetic Counseling for Hereditary Cancer." Doctoral thesis, Uppsala universitet, Vårdvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-128870.

Peplow, Katherine. "Discussions of Personal Identity in Genetic Counseling Supervision." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1623165916484682.

Freeze, Samantha. "Genetic Testing and Counseling Practices for Patients with Retinoblastoma at Cincinnati Children’s Hospital Medical Center." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427813631.

Usrey, Kelly Marie. "Complementary and alternativve medicine in genetic counseling." Oklahoma City : [s.n.], 2010.

Smith, Jenny. "Impact of the word "counseling" on likelihood to schedule an appointment for genetic counseling." Cincinnati, Ohio : University of Cincinnati, 2005. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1123171118.

Serra, Juhé Clara 1984. "Genetic, genomic and epigenetic alterations in congenital malformations : implications in genetic counseling." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/96194.

Masunga, Abigail N. "Barriers Impacting the Utilization of Supervision Techniques in Genetic Counseling." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367919500.

Deeney, Meghan. "Beginning genetic counselors' comfort level with grief and loss in the clinical setting." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23241.

Feldman, Jessica S. "How Much We Tell Our Patients: Counseling Differences between Genetic Counselors and Other Providers." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592135842556374.

Schaber, Abigail Nicole. "Genetic Counseling and Testing in a Pediatric Population with Autism Spectrum Disorder (ASD)." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155490405885201.

Smith, Marissa B. "A description of genetic counselors' views and current practice with regard to the use of array-CGH for prenatal diagnosis." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1246977726.

Lee, Sansan. "Genetic counseling perspectives on prenatal array CGH testing." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23259.

Winslow, Hayley R. "Pre- and Post-Test Parent Perceptions of Genetic Testing for Children with Autism Spectrum Disorder (ASD)." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492505122437373.

Armstrong, Katherine B. "The Genetic Counseling Experience in a Multidisciplinary Childhood Cancer Survivor Center." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337101530.

Gaonkar, Shraddha. "Challenges in counseling for rare chromosome conditions genetic counselors' perspective /." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23239.

Codina, i. Solà Marta 1988. "Genetic variation and complex rearrangements in Autism Spectrum Disorders: implications for genetic counseling." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/388031.

Lemons, Jennifer M. "“I didn’t know it existed until you called”: Protestant clergy experience and education of genetics." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307125947.

Moore, Rebekah Ann. "Provision of Genetics Services: Is it Time to Embrace Social Media?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1404902803.

Owens-Thomas, Elizabeth J. "Examining the Relationship Between Genetic Counseling Student Self-Efficacy and Clinical Training." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522165895007472.

Poskochil, Jamie. "Neurologists’ Practices and Attitudes Regarding Genetic Testing for Alzheimer Disease." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123729403.

Jacher, Joseph E. B. A. "Pulmonary Arterial Hypertension: Specialists’ Knowledge, Practices, and Attitudes of Genetic Testing and Genetic Counseling." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797616.

Eshraghi, Marjan. "An exploration of the interplay between students' religious beliefs and their genetic counseling graduate training." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23211.

Melley, Caitlin. "Surgical fetal intervention assessing the current practices of genetic counselors /." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23321.

Turner, Adam, and Adam Turner. ""Will My Baby Be Normal?": A History of Genetic Counseling in the United States, 1940-1970." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12468.

Ault, Rachel Marie. "Pitfalls of Communication in a Genetic Counseling Session when Two Languages are Required." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492550859962531.

Goldstein, Ellen Sara. "Estimating the Incidence of Germline Mutations in Patients with Bone and Soft Tissue Sarcoma using Clinical Tumor Sequencing." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1592844958063832.

Spaeth, Christine Grey. "Evidence for and Barriers to a Team-Based Approach for Genetic Services in Pediatric Healthcare Specialty Settings." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211913285.

LaPan, Amy C. "Prenatal testing, birth outcomes, and views of social workers." online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3202790.

Allsbrook, Katlin. "The Relationship Between the Supervision Role to Compassion Fatigue and Burnout in Genetic Counseling." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427981369.

Van, Niekerk Katryn. "Knowledge and experiences of parents with children affected by Sickle Cell Disease in Cape Town." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16652.

Francois, Sydney. "Investigating the views and experiences of Fetal Medicine Practitioners offering late termination of pregnancy in the Western Cape." Master's thesis, Faculty of Health Sciences, 2021. http://hdl.handle.net/11427/33748.

Nardini, Monica. "Genomic Counseling in the Newborn Period: Are Genetic Counselors Ready?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1372778934.

Shuss, Christine M. "Supervisory Styles and Satisfaction: Genetic Counseling Student and Graduate Views." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1341591706.

Byrne, Karen Elizabeth. "ANALYSIS OF PATIENTS' REACTIONS TO GENETIC COUNSELING SERVICES FOR AMNIOCENTESIS AND GENETIC DISORDERS (VIDEOTAPE PROGRAM, FOLLOW-UP LETTERS, MATERNAL AGE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275301.

James, Delores C. S. "A survey of genetic counseling professionals in the southeastern United States actual versus perceived roles /." Gainesville, FL, 1993. http://www.archive.org/details/surveyofgeneticc00jame.

Kelly, Anke. "Multicultural genetic counseling with Alaska native and Canadian first nations clients." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23191.

Porter, Taylor A. "Assessing the Behaviors and Motivations of Visual Aid Usage by Genetic Counselors During Genetic Counseling Appointments." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618576496111728.

Knyszek, Brittney Lynn. "The Impact of Visual Aids on Prenatal Genetic Counseling Session Patient Outcomes." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1338515186.

Muller, Reka D. "Evaluation of Clinical Practices and Needs about Variants of Uncertain Significance Results in Inherited Cardiac Arrhythmia and Inherited Cardiomyopathy Genes." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7863.

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Genetic Counseling Program

Founded in 1989, The University of Texas Genetic Counseling Program (UTGCP) offers a challenging and unique program in genetic counseling administered through the University of Texas MD Anderson Cancer Center UTHealth Houston Graduate School of Biomedical Sciences in association with the Division of Medical Genetics in the Department of Pediatrics at the McGovern Medical School.

Genetic Counseling Program Overview

PROVIDING EXCELLENCE IN GENETIC COUNSELING EDUCATION FOR OVER 30 YEARS

The UTGCP is a two-year specialized Master of Science training program accredited by the Accreditation Council for Genetic Counseling (current full accreditation 2022-2030) whose vision is to be the leader in the education of genetic counseling students who support and advance genetics in healthcare. The UTGCP excels in the training of versatile genetic counselors by facilitating competency-based learning, supporting personalized growth and immersing students in the depth and breadth of genetic counseling practice.  The first time board pass rate over the previous 3 years is 90%. As of 2020, about 5,000 certified genetic counselors work in the U.S., according to the National Society of Genetic Counselors; an increase of 75% since 2006, and the Bureau of Labor Statistics predicts the field will grow 29% by 2024. To learn more about this exciting career, visit www.nsgc.org

Testimonials

“I would attend the UTGCP again because the quality of education you receive, especially compared to the cost, is unmatched. Even four years out, the program still supports me by filling out licensure-related documents, and by helping me expand my professional network. In fact, I credit the UTGCP for the connections that landed my current GC role. The program faculty are constantly changing and adapting to student and alumni needs. I have always been deeply impressed at how quickly they respond to feedback in order to continuously improve the program. You’re in good hands here!”  - Ellen Jarret, MS, CGC, UTGCP Class of 2017

“What I enjoyed most about the UTGCP was the ability to complete my core rotations AND focus on my area of interest, which happened to be outside of those core rotations (lab). The program supported me in my endeavors to get as much lab experience as possible, which helped my land my dream job. I would recommend the program to others because the program allows for well-rounded GC training with the ability to tailor your experiences to meet your personal interests.” - Emily Thoreson, MS, CGC, UTGCP Class of 2019

“The UTGCP Cancer Rotation at MD Anderson Cancer Center well prepared me to be a cancer counselor because of the high quality of unique, interesting cases I was able to participate in. Seeing patients who travel to MDA from all over the world allows students to practice counseling complex cancer indications so they feel confident to take charge as independent GCs after graduation. I would recommend this program to others who are looking for a high quality, balanced psychosocial training program to learn the skills to best be able to support their future patients.”  - Sarah Burke, MS, CGC, UTGCP Class of 2020

Genetic Counseling Training Program

Academic course work.

Genetic counseling students take didactic classes in the areas of human genetics, prenatal genetics, cancer genetics, statistics and research methodology, developmental biology, and ethics.  There are also several courses that focus on the psychosocial aspects of genetic counseling, making for a well balanced curriculum. The majority of course work is completed in the first year. Clinical rotations begin in the spring of the first year and become the main focus of the second year.  Thesis research also features prominently in the second year of study.   Specific course information can be found at the bottom of this page.

UT Genetic Counseling Program Course Curriculum

Specific course information may be found on the  training progression tab

This timeline includes responsibilities for coursework, clinical rotations, thesis, and additional ancillary events. This timeline may vary slightly from student to student. The majority of coursework is completed in the first year. Clinical rotations begin in the spring of the first year, and become the main focus of the second year. Thesis research also features prominently in the second year of study.

During the first Fall Semester, students primarily take didactic courses including Intro to Genetic Counseling, Psychosocial Issues in Genetic Counseling I, Topics in Medical Genetics I, Prenatal Genetic Counseling, Cancer Genetic Counseling, Embryology, and Biomedical Ethics for the Genetic Counselor. Students are observing genetic counseling sessions on several occasions across all specialties and beginning to consider their thesis research topic. In the Spring, students take didactic courses including Topics in Medical Genetics II, Psychosocial Issues in Genetic Counseling II, and Approaches to Research I. Students begin their Introductory rotations, comprising of 6 weeks each in medical genetics, prenatal, and cancer specialties, for approximately 2 days/week.

They choose their thesis topic, committee, thesis Chair, aims, and submit their project for approval from the Academic Standards Committee. In the Summer, students are not in the classroom, but participate in a 2-week long laboratory rotation, and a 5-week rotation of their choosing for which they are in clinic 5 days/week. They submit their research projects to the IRB and await approval.

In the Fall of their second year, students take several courses including Approaches to Research II and Contemporary Issues in Genetic Counseling I. They begin their Advanced rotations, again rotating through the three main specialties (medical genetics, prenatal, cancer), for 6 weeks each, for approximately 3 days/week. They also begin to collect data for their thesis project and begin data analysis. In their final semester, students take Contemporary Issues in Genetic Counseling II and Psychosocial Practicum, participate in a 6-week supplementary rotation of their choosing, and finish analysis of their thesis data, write their manuscript, defend their thesis, and submit for publication. 

At the UTGCP, we pride ourselves on the breadth and depth of our students’ exposures in the genetic counseling arena. Patients come to the Texas Medical Center from all over the world for treatment; therefore, the cases seen represent a wide variety of different genetic conditions and the people seen identify with various cultural, religious, linguistic, and socioeconomic backgrounds. Houston itself is one of the most diverse cities in the nation, with a large number of residents who have roots all over the world, including Mexico, Honduras, Guatemala, Vietnam, China, Korea, Nigeria, Columbia, India, and Pakistan. Students average over 200 countable cases at the UTGCP, and are therefore well prepared in all medical and psychosocial aspects of genetic counseling upon graduation.

ROTATION FORMAT

Introductory Rotations:  Students begin seeing patients in January of the first year. During the spring semester, they rotate for 6 weeks each through the prenatal, cancer, and medical genetics blocks. Students are seeing patients 2 days per week, while also continuing with their didactic course work.

Summer Rotation:   This five-week, full-time rotation may occur either in Houston or away from the city to be near friends, family, or significant others. Some students visit a new part of the United States, and a few elect to visit another country. For students interested in increasing their Spanish proficiency, a summer Spanish genetic counseling immersion rotation is available. Since students receive a wealth of cases while on the traditional Introductory and Advanced Rotations, the summer is a time to explore unique offerings.  The summer experience also involves a one-week laboratory rotation at the Baylor College of Medicine Medical Genetics Laboratory in Houston. This provides excellent insight into laboratory genetic counseling and genetic testing analysis.

Advanced Rotations:   During the second year, students rotate again through prenatal, cancer, and medical genetics for 6 weeks each. With logistics under their belt, students are able to tackle more advanced psychosocial skills and indications. This second trip through the major venues of genetic counseling is relatively unique to the UTGCP, and something that is highly valued by our students. The students gain confidence and independence while expanding their psychosocial repertoire.

Supplemental Rotation:   In the spring of the second year, students have two 3 week experiences that may be used to supplement their training in an area of interest via synchronous and asynchronous options, such as neurogenetics, cardiogenetics, business of healthcare, extended industry, infertility, fetal center, specialty cancer, or research.

Advanced Rotation Exam and Oral Comprehensive Exam:   The rotation experience culminates with an Advanced Rotation Exam towards the conclusion of Advanced Rotations. This allows students to identify any remaining skills to focus on during their Supplemental Rotation.  After supplemental rotation, there is an Oral Comprehensive Exam in which students demonstrate their clinic readiness before an exam committee. Students who demonstrate competency are ready to function as entry-level genetic counselors upon graduation.

ROTATION SITES

Prenatal:   Affiliated institutions include the UTHealth Maternal Fetal Medicine clinics at various UT Physicians clinics, Memorial Hermann Hospital System locations, and LBJ Hospital, as well as The Fetal Center at Children’s Memorial Hermann Hospital, and the Texas TIPS Teratogen Call Center. Students become proficient in not only routine indications such as advanced maternal age, abnormal serum screening, and noninvasive prenatal testing, but also in more advanced referrals for abnormal ultrasound findings and family histories.

Cancer :  Affiliated institutions include UT MD Anderson Cancer Center, UT Physicians Cancer Center, UT Southwestern Simmons Cancer Center, and UTMB Cancer Center. Students counsel patients at risk for hereditary cancer syndromes including hereditary breast-ovarian cancer syndrome, hereditary non-polyposis colorectal cancer, familial adenomatous polypsis, and rarer syndromes such as Li-Fraumeni, Cowden, Multiple Endocrine Neoplasia and von Hippel -Lindau.

Medical Genetics: Specialty clinics within the UT Physicians, Memorial Hermann Hospital, Shiners Hospital for Children, and LBJ Hospital system include Craniofacial Clinic, Gulf States Hemophilia and Thrombophilia Clinic, Huntington Disease Clinic, Lysosomal/Glycogen Storage Disease Clinic, Mitochondrial Disease Clinic, Neurogenetics Clinic, Osteogenesis Imperfecta Clinic, Thoracic Aortic Aneurysm Clinic, and Tuberous Sclerosis Complex Clinic. Students see general genetics patients and metabolic patients in the outpatient UTPhysicians clinics and participate in the consult service in the NICU and PICU at Memorial Hermann. In addition to developing fundamental genetic counseling skills, this rotation focuses on the development of clinical assessment and diagnostic skills, including performing measurements and limited physical exams, conducting patient interviews, formulating genetic diagnoses and identifying psychosocial issues related to having a child with genetic and non-genetic birth defects.

Students are expected to propose and complete a clinically-oriented or laboratory based research question that includes study design, collection of data (where applicable), data analysis, and a written thesis. Projects are developed during the  Approaches to Research  course work. A written thesis in publication ready format and an oral defense of the thesis are required for graduation. Over 75% of the thesis projects have been presented at national meetings and 65% published in peer reviewed journals. Abstracts and thesis titles from recent classes are listed on the  thesis history page.

UTGCP Strategic Plan, Mission, and Vision 2021-2026

The UTGCP is the leader in the education of genetic counseling students who support and advance genetics in healthcare.

The UTGCP excels in the training of versatile genetic counselors by facilitating competency-based learning, supporting personalized growth, and immersing students in the depth and breadth of genetic counseling practice.

 UTGCP 2021-2026 Strategic Plan:

• Ensure graduates are prepared for the multitude of roles in the constantly evolving genetic counseling field by teaching and supporting counselor adaptability and humility throughout the curriculum and incorporating emerging trends that allow for flexibility beyond the practice-based competencies.
• Graduate a student body that consistently represents unique perspectives specific to the genetic counseling field by increasing the depth and breadth of the qualified applicant pool and expanding the community participating in the education of our students.
• Evaluate opportunities for acquiring new sources of revenue to support faculty and students and develop a plan for pursuing selected funding sources.

Graduate School welcomes Ayisha Hawkins to the genetic counseling program

Application Timeline

• Application Deadline: December 1st
• Interview Notifications: Mid-February by early February
• Interviews: March – April. February-April
• Match Notifications: Late April April 17

Interview dates for 2024: Five interview dates in late Feb- March - TBD. February 26, February 28, March 5, March 6, and March 19

Visitation - each interviewee is asked to attend one: In person visitation day - TBD. April 3 Virtual visitation - TBD.  April 2

Match notification:  April 17, 2024. Determined and in accordance with the NMS-GC Admissions Match  date.

Required and Recommended Components

Admission requirements generally follow those set by The University of Texas MD Anderson Cancer Center UTHealth Houston Graduate School of Biomedical Sciences. However, a few items to note specific to the UTGCP:

• For institutions that do not utilize a 4.0 GPA scale, applicants should use an online converter to calculate your overall GPA on a 4.0 scale. WES and Scholaro are two free options to do so.

*Please note that due to the volume of applications received, we cannot review specific course work descriptions in advance of application submission. Applicants may list relevant coursework with brief clarifiers on their CV if necessary to clarify how course listings meet the recommended coursework.

• Three letters of recommendation are required
• Genetic counseling exposure is required via an internship, shadowing, or interviews
• Client advocacy experience, crisis work, and volunteer work are all strongly recommended to have a competitive application
• Essays: all essays must each be a maximum of two pages in length, 1.5 or double-spaced with 12 point font, and no smaller than 0.5 inch margins. Please use your best discretion with all other parameters.  A Research Statement is not required for individuals applying to the MS Graduate Program in Genetic Counseling.
• NMS: Applicants must register for the electronic genetic counseling match with National Matching Service (NMS) prior to applying to any genetic counseling program. For more details, questions, or to watch a video on how the matching algorithm works, please visit the GC Admissions Match website:  https://natmatch.com/gcadmissions/

Items NOT Required

• GRE scores are NOT required . Applicants may list GRE scores on their CV if desired.
• Do not submit a research statement. It is NOT required for GC applicants . Applicants should list research experience on their CV.
• Official transcripts are NOT required at the time of application submission . Unofficial transcripts should be submitted with the initial application; official transcripts will be requested from those selected for an interview.

To submit an online application, please visit the Admissions page  and refer to the  Admissions FAQs for questions. Please note the special requirements for the genetic counseling program outlined above. Applicants may request a waiver of the application fee by emailing [email protected] .

International Applicants:

A copy of your ETS TOEFL score report is required and should be uploaded online with the application. International applicants who have, or will have, received a diploma from a university at which English is the language of instruction, before the Fall 2022 semester, are not required to take the TOEFL exam. If this school is not in an English-speaking country, evidence that indicates the language of instruction will need to be provided with your application such as a letter from the university on official letterhead or a statement attesting to this on the institutional transcript. Applicants should upload the statement online, along with the transcript.

New: Tuition and Fees

• In-state Tuition: The total cost of tuition for the entirety of the program across the 5 semesters is approximately $12,424.* For students who receive a competitive scholarship, total tuition is expected to be approximately $10,424.*
• The UTGCP participates in the Southern Regional Education Board (SREB) Academic Common Market (ACM). Students whose home state participates in the SREB ACM and do not have a genetic counseling program in their home state at a public university may apply to receive in-state tuition at UT through the program. Participating states include: Delaware, Georgia, Tennessee, Mississippi, Louisiana, Kentucky, and West Virginia.* Please visit http://home.sreb.org/acm/states.aspx for more information.
• Additional details about tuition and fees may be found on the webpage for the Office of the Registrar at UTHealth: https://www.uth.edu/registrar/current-students/registration/tuition-fee-schedule.htm

*subject to change

Scholarships

Up to 6 scholarships are available to incoming students. Each scholarship is worth $1000, but if awarded to an out-of-state student, qualifies that student for in-state tuition regardless of residency status. The scholarships are renewed in the second year of study for students in good standing.

• The Jacqueline T. Hecht Founding Director Scholarship (2) and the James T. and Nancy Beamer Willerson Scholarships (2): these academic scholarships are awarded to three top students ranked by the program who match to the UTGCP.
• Resilience Scholarship (2): these scholarships are awarded to incoming students who have shown resilience, or the ability to recover quickly during difficulty, as it is one important characteristic that can contribute to success in graduate school and a career in genetic counseling. Applicants need to submit an additional essay

(Resilience Essay) in the online application to the program. This allows students the potential to be ranked on this additional track in the UTGCP match process.

Additionally, the Barbara L. Kennedy Memorial Scholarship is awarded to one to two second year students for academic merit and financial need for academic merit and financial need. Similarly, this scholarship is worth $1000, but if awarded to an out-of-state student, qualifies that student for in-state tuition regardless of residency status. Students apply during the spring semester of their first year.

Financial Aid

Financial aid is offered to students through the  UTHealth Office of Student Financial Aid . It is strongly recommended that applications for financial aid be submitted by March 1 of the year for which you are applying. Applications are processed on a first-come, first-serve basis, as determined by the date the application is complete. To ensure that funds are ready by the first day of class, applications must be completed no later than six weeks prior to the first day of class. Students may submit application materials for financial aid prior to receipt of offer of admission. Application materials may be obtained from the Office of Student Financial Aid, UT-Houston, P.O. Box 20036, Houston, Texas 77225. Visit https://www.uth.edu/sfs/ to learn more.

Genetic Counseling Social Media

Meagan Choates, MS, CGC Assistant Director

[email protected]

Stay Connected

For updates, announcements, educational opportunities and more, follow the UTGCP:

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Newsletters

Research Newsletter (May 2023)

Research Newsletter (May 2022)

Alumni Newsletter (November 2023)

Alumni Newsletter (November 2022)