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ClinGen

ClinGen is a National Institutes of Health (NIH)-funded resource dedicated to building an authoritative central resource that defines the clinical relevance of genes and variants for use in precision medicine and research. Learn more about ClinGen-related efforts at your convenience with our pre-recorded webinars.

Note to Pharmacists: Contents pertain to gene-disease relationship, curation, classification, and user consent, not specifically about pharmacogenomics.


Note to Physician Assistants: Link leads to YouTube videos in various languages which may be helpful for explaining genetic testing to patients.  Other videos are more in depth regarding specific studies.

Type Website
CME Available No
Topic Clinical Genetics
Cost Free
Note


Genomic Competencies

Experts from the disciplines listed below have tagged this resource as fulfulling genomic competencies.

Pharmacist
Pharmacist Map Reference

  • Basic Genetic Concepts
    • B1:   To demonstrate an understanding of the basic genetic/genomic concepts and nomenclature
  • Ethical, Legal and Social Implications (ELSI)
    • E2:   To understand the increased liability that accompanies access to detailed genomic patient information and maintain confidentiality and security
    • E3:   To adopt a culturally sensitive and ethical approach to patient counseling regarding genomic/pharmacogenomic test results

Physician Assistant
Physician Assistant Map Reference

  • Patient Care
    • 3:   Distinguish between genetic screening and genetic testing
    • 4:   Incorporate genetic tests into patient management
  • Practiced-based Learning and Improvement
    • 1:   Use information technology to obtain current and credible information about genetics for self, patients, and colleagues

Nurse
Nurse Map Reference

  • Professional Responsibilities
    • PR-4:   Incorporate genetic and genomic technologies and information into practice.
      • PR4-K1:   Technology and information systems
        • PR4-1:   Evaluate genetic and genomic technologies used in client care.
        • PR4-2:   Demonstrate use of genetic and genomic technology and client data for clinical decision-making in providing safe client care.
        • PR4-3:   Identify the credibility, reliability and limitations of genetic and genomic information.
        • PR4-4:   Identify ethical, legal, and social issues associated with genetic/genomic information.
    • PR-5:   Demonstrate the importance of tailoring genetic and genomic information and services
      • PR5-K1:   Cultural, social, ethnic and religious perspectives
        • PR5-1:   Incorporate client's cultural, social, ethnic and religious perspective and literacy level when delivering genetic and genomic care.
        • PR5-2:   Integrate knowledge from psychology, history, politics, sociology and culture when delivering genetic and genomic care.
      • PR5-K2:   Economic and health disparities
        • PR5-1:   Incorporate client's cultural, social, ethnic and religious perspective and literacy level when delivering genetic and genomic care.
        • PR5-2:   Integrate knowledge from psychology, history, politics, sociology and culture when delivering genetic and genomic care.
  • Identification
    • ID-2:   Identify credible, accurate, appropriate, and current genetic and genomic information
      • ID2-K1:   Resources for health care professionals and lay public
        • ID2-1:   Evaluate strengths, limitations, and best use of genetic and/or genomic resource for a client or group of clients.
        • ID2-2:   Discuss the ways in which nurses can meet the educational, psychosocial and resource needs of clients and families affected by a genetic or genomic condition.
        • ID2-3:   Discuss the ways in which nurses can meet the knowledge, psychosocial and resource needs of clients and families affected by genetic/genomic technology.
        • ID2-4:   Identify resources available to assist clients seeking genetic and genomic information or services including the types of services available.
        • ID2-5:   Develop a list of contacts and resources for genetic/genomic referrals.
        • ID2-6:   Evaluate sources of evidence and clinical practice guidelines for a client whose care involves genetic and/or genomic health care. Use continuous quality improvement initiatives to update practice guidelines as necessary.
      • ID2-K2:   Resources for referral within one's community
        • ID2-1:   Evaluate strengths, limitations, and best use of genetic and/or genomic resource for a client or group of clients.
        • ID2-2:   Discuss the ways in which nurses can meet the educational, psychosocial and resource needs of clients and families affected by a genetic or genomic condition.
        • ID2-3:   Discuss the ways in which nurses can meet the knowledge, psychosocial and resource needs of clients and families affected by genetic/genomic technology.
        • ID2-4:   Identify resources available to assist clients seeking genetic and genomic information or services including the types of services available.
        • ID2-5:   Develop a list of contacts and resources for genetic/genomic referrals.
        • ID2-6:   Evaluate sources of evidence and clinical practice guidelines for a client whose care involves genetic and/or genomic health care. Use continuous quality improvement initiatives to update practice guidelines as necessary.
      • ID2-K3:   Roles of genetic/genomic health care professionals
        • ID2-1:   Evaluate strengths, limitations, and best use of genetic and/or genomic resource for a client or group of clients.
        • ID2-2:   Discuss the ways in which nurses can meet the educational, psychosocial and resource needs of clients and families affected by a genetic or genomic condition.
        • ID2-3:   Discuss the ways in which nurses can meet the knowledge, psychosocial and resource needs of clients and families affected by genetic/genomic technology.
        • ID2-4:   Identify resources available to assist clients seeking genetic and genomic information or services including the types of services available.
        • ID2-5:   Develop a list of contacts and resources for genetic/genomic referrals.
        • ID2-6:   Evaluate sources of evidence and clinical practice guidelines for a client whose care involves genetic and/or genomic health care. Use continuous quality improvement initiatives to update practice guidelines as necessary.
      • ID2-K4:   Interprofessional resources
        • ID2-1:   Evaluate strengths, limitations, and best use of genetic and/or genomic resource for a client or group of clients.
        • ID2-2:   Discuss the ways in which nurses can meet the educational, psychosocial and resource needs of clients and families affected by a genetic or genomic condition.
        • ID2-3:   Discuss the ways in which nurses can meet the knowledge, psychosocial and resource needs of clients and families affected by genetic/genomic technology.
        • ID2-4:   Identify resources available to assist clients seeking genetic and genomic information or services including the types of services available.
        • ID2-5:   Develop a list of contacts and resources for genetic/genomic referrals.
        • ID2-6:   Evaluate sources of evidence and clinical practice guidelines for a client whose care involves genetic and/or genomic health care. Use continuous quality improvement initiatives to update practice guidelines as necessary.
  • Referral activities
    • RA-1:   Facilitate referrals for specialized genetic and genomic services
      • RA1-K1:   Professional roles of providers delivering genetic and genomic services
        • ID2-5:   Develop a list of contacts and resources for genetic/genomic referrals.
      • RA1-K2:   Resources for health care professionals and lay public
        • ID2-5:   Develop a list of contacts and resources for genetic/genomic referrals.
      • RA1-K3:   Resources for genetic and genomic referrals within the community
        • ID2-5:   Develop a list of contacts and resources for genetic/genomic referrals.
  • Provision of education, care and support
    • PECS-1:   Provide clients with interpretation of genetic and genomic information
      • PECS1-K1:   Components of family history
        • PECS1-1:   Discuss factors in a family and health history that contribute to: disease susceptibility; disease characteristics, treatment, prognosis; or a genetic/genomic condition.
        • PECS1-2:   Use family history information to inform health education.
        • PECS1-3:   Discuss the role of genetic, genomic, environmental and psychosocial factors in the manifestation of disease.
        • PECS1-5:   Reinforce/clarify information provided by genetic professional to client (i.e., genetic test interpretation; informed consent).
      • PECS1-K2:   Inheritance Patterns
        • PECS1-1:   Discuss factors in a family and health history that contribute to: disease susceptibility; disease characteristics, treatment, prognosis; or a genetic/genomic condition.
        • PECS1-2:   Use family history information to inform health education.
        • PECS1-3:   Discuss the role of genetic, genomic, environmental and psychosocial factors in the manifestation of disease.
        • PECS1-5:   Reinforce/clarify information provided by genetic professional to client (i.e., genetic test interpretation; informed consent).
      • PECS1-K3:   Role of environmental and psychosocial factors
        • PECS1-1:   Discuss factors in a family and health history that contribute to: disease susceptibility; disease characteristics, treatment, prognosis; or a genetic/genomic condition.
        • PECS1-2:   Use family history information to inform health education.
        • PECS1-3:   Discuss the role of genetic, genomic, environmental and psychosocial factors in the manifestation of disease.
        • PECS1-5:   Reinforce/clarify information provided by genetic professional to client (i.e., genetic test interpretation; informed consent).
      • PECS1-K4:   Informed consent procedures and essential elements
        • PECS1-1:   Discuss factors in a family and health history that contribute to: disease susceptibility; disease characteristics, treatment, prognosis; or a genetic/genomic condition.
        • PECS1-2:   Use family history information to inform health education.
        • PECS1-3:   Discuss the role of genetic, genomic, environmental and psychosocial factors in the manifestation of disease.
        • PECS1-5:   Reinforce/clarify information provided by genetic professional to client (i.e., genetic test interpretation; informed consent).
    • PECS-2:   Provide clients with genetic and genomic information and resources for informed decision making
      • PECS2-K1:   Resources for healthcare professionals and lay public
        • ID2-5:   Develop a list of contacts and resources for genetic/genomic referrals.
        • PECS2-1:   Evaluate strengths, limitations, and best use of one genetic and/or genomic resource for a client or group of clients.
        • PECS2-2:   Help clients interpret and understand genetic and genomic information.
      • PECS2-K2:   Referral resources for genetic and genomic services within one's community
        • ID2-5:   Develop a list of contacts and resources for genetic/genomic referrals.
        • PECS2-1:   Evaluate strengths, limitations, and best use of one genetic and/or genomic resource for a client or group of clients.
        • PECS2-2:   Help clients interpret and understand genetic and genomic information.
      • PECS2-K3:   Roles of genetic/genomic health care professionals
        • ID2-5:   Develop a list of contacts and resources for genetic/genomic referrals.
        • PECS2-1:   Evaluate strengths, limitations, and best use of one genetic and/or genomic resource for a client or group of clients.
        • PECS2-2:   Help clients interpret and understand genetic and genomic information.
    • PECS-3a:   Use health promotion/disease prevention practices that consider genetic and genomic influences
      • PECS3-K1:   Role of environmental and psychosocial factors
        • PECS3-1:   Use evaluation results to influence delivery of care and deployment of resources to promote health and prevent disease.
      • PECS3-K2:   Fundamentals of epidemiology and biostatistics
        • PECS3-1:   Use evaluation results to influence delivery of care and deployment of resources to promote health and prevent disease.
      • PECS3-K3:   Ongoing research contributing to improved understanding of the genetic/genomic influences on health
        • PECS3-1:   Use evaluation results to influence delivery of care and deployment of resources to promote health and prevent disease.
    • PECS-3b:   Use health promotion/disease prevention practices incorporating knowledge of genetic and/or genomic risk factors
      • PECS3-1:   Use evaluation results to influence delivery of care and deployment of resources to promote health and prevent disease.

Genetic Counselor
Genetic Counselor Map Reference

  • Genetics Expertise and Analysis
    • 4:   Identify, assess, facilitate, and integrate genetic testing options in genetic counseling practice.
      • 4a:   Investigate the availability, analytic validity, clinical validity, and clinical utility of screening, diagnostic and predictive genetic/genomic tests.
      • 4b:   Evaluate and assess laboratories and select the most appropriate laboratory and test based on the clinical situation.
      • 4c:   Identify and discuss the potential benefits, risks, limitations and costs of genetic testing.
      • 4d:   Coordinate and facilitate the ordering of appropriate genetic testing for the client.
      • 4e:   Interpret the clinical implications of genetic test reports.
      • 4f:   Recognize and differentiate specific considerations relevant to genetic versus genomic and clinical versus research testing in terms of the informed consent process, results disclosure, institutional review board (IRB) guidelines, and clinical decision-making.
  • Professional Development & Practice
    • 20:   Support client and community interests in accessing, or declining, social and health services and clinical research.
      • 20a:   Display initiative for lifelong learning.
      • 20b:   Recognize one's limitations and capabilities in the context of genetic counseling practice.
      • 20c:   Seek feedback and respond appropriately to performance critique.
      • 20d:   Demonstrate a scholarly approach to genetic counseling, including using available evidence-based principles in the preparation and execution of a genetic counseling encounter.
      • 20e:   Identify appropriate individual and/or group opportunities for ongoing personal supervision and mentorship.
      • 20f:   Accept responsible for one's physical and emo- tional health as it impacts on professional performance.
      • 20g:   Recognize and respect professional boundaries between clients, colleagues, and supervisors.

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