Genetics Education and the General Practitioner
The introduction of genetics as part of the new Royal College of General Practitioners curriculum for general practice, which comes into force in August 2007, is a welcome move and reinforces the importance of genetics across the range of healthcare and the central role that primary care must play in this both now and in the future.
Abstract
The introduction of genetics as part of the new Royal College of General Practitioners (RCGP) curriculum for general practice, which comes into force in August 2007, is a welcome move. Written by Professor Peter Farndon and colleagues at the National Genetics Education and Development Centre (GEDC) and based on extensive needs assessment and research, it reinforces the importance of genetics across the range of healthcare and the central role that primary care must play in this both now and in the future. The curriculum statement builds on acknowledgement of the impact of genetics (both real and potential) as set out in the recent White Paper on genetics, Our Inheritance, Our Future, and notes specific roles for primary care in managing genetic aspects of conditions within a number of National Service Frameworks and current NICE guidance. Learning objectives include knowledge about clinical genetics, taking a basic family history and recognising patterns of inheritance, and knowledge of some of the more common genetic disorders including single gene disorders, chromosomal disorders and multifactorial conditions, such as heart disease and Alzheimer’s. A basic understanding of the science of DNA is included and will set necessary groundwork for the most important capability of the future general practitioner (GP): to understand and access further information and keep up to date in this ‘rapidly evolving area’. The emphasis in the curriculum on the particular perspectives that genetics brings to such areas as prevention, risk assessment and communication, family and reproductive implications, community aspects (particularly in groups where genetic disease is more common), social and psychological aspects of disease, confidentiality and non-directive counselling is welcome. This demonstrates that, although many of the skills are generic in general practice, genetics brings with it some fascinating and challenging additional dimensions. There is thus a substantial challenge ahead for GP registrars who must acquire and demonstrate competence in the necessary elements. Just as important is the challenge for those who must develop the teaching and assessment programmes across the country. Three years ago, in a major strategic review for the Department of Health and Education for Primary Care (2007) 18: 136–9 # 2007 Radcliffe Publishing Limited