holly.zimmerman@unmc.edu

• Examine mock family history sessions OR simulated patient cases

  • Impact on student knowledge and confidence

  • Student perspective of

• Examine personality types/Clifton Strengths/Conflict scale in genetic counseling

  • How do these correlate with preferred learning methods (visual, auditory, kinesthetic, reading/writing)

  • How do these influence ability to cope with stress and burnout in professional programs (and beyond)

• Continuing outreach work from previous student with Boys & Girls Club to introduce GC

• Survey genetic counseling students/alumni on cost of education (loans, scholarships, loan repayment, etc)

• Reviewing applicant survey data from 2021-2024 on preference of virtual versus in-person interviews

Contact: Grace Saunders

gsaunders@unmc.edu

• I previously met with focus groups of genetic counseling program leadership and faculty to ask them what LGBTQIA+ competencies / learning objectives genetic counseling students should know by the time they graduate to provide culturally competent inclusive healthcare. We formed an initial set of competencies for GC education. We could ask similar questions to one or more of the following groups that may also have opinions on these topics: students, supervisors, LGBTQIA+ community members, any other GC programs that didn’t initially participate, and any other relevant groups both within and outside the US and Canada. A student could do focus groups, surveys, or something similar to capture these other key players’ perspectives and add to / revise the original competencies we came up with.

Involves partnership with the International NSGC Special Interest Group (nsgcinternationalsig@gmail.com)

greiser@unmc.edu

Contact(s): Gwen Reiser, Jaime Malone, Jessie Poskochil, Grace Saunders

The Cancer Risk and Prevention Clinic at Nebraska Medicine offers a unique patient population interested in research and staying current on genetic testing, prevention and screenings. This multi-disciplinary clinic includes genetic counselors and nurse APPs and was started 5 years ago. It has evolved to follow patients at high risk for cancer based on positive gene findings and/or family history. It is the only clinic in the region with a focus on common AND rare hereditary cancer syndromes. There may be research opportunities of interest in this population. Some of the research interests expressed by the genetic counselors involved with this clinic include:

• Motivations and Attitudes regarding Expanded testing

• Re-testing patients and effect on cascade testing/testing children

• Differences/similarities based on who ordered initial testing (GC vs outside referrals)

• Variant reclassifications and role of GC in CR&P

• Cancer screening changes based on NCCN guideline changes and impact for patients/families

• Screening protocols unique to CR&P setting/institution (Ex: Thyroid, Panc)

• Support resources for patients within a CR&P Clinic

  • Patient interest

  • Which ones were helpful or not?

  • New resource needed for this population

alkruse@unmc.edu

• Creation of an interactive learning experience for genetic counseling students about counseling and management of neurogenetics. It would include information on common indications, types of testing, workflow, unique psychosocial needs and other areas unique to neurogenetics. The end goal would be for me to use this when I am supervising students to get them familiarized with the content of the rotation.

Creating Disease Concept Models (DCMs) for neurologic conditions with COMBINEDBrain

Contact: Terry Jo Bichell

terryjobichell@combinedbrain.org

• COMBINEDBrain is a research organization that works with patient advocacy organizations to create DCMs for rare genetic neurologic conditions. (Current Disease Waitlist Slide 30). DCMs are formal frameworks that detail disorder symptoms, impacts on caregivers, and the individuals they care for, medical interventions, and therapies. COMBINEDBrain’s goal in creating DCMs is to discover novel disease concepts, share the perspective of families/affected individuals, and provide endpoints for provider care and clinical trial research. Example DCM

• Research is conducted through qualitative interviews with families and analyzed through quantitative coding and descriptive statistics. There is also a literature review component.

• Weekly meetings with committee members are required. The timeline for this project may also be expedited compared to other projects. Students will begin IRB application prior to in-class discussion. 

• One benefit of this project is that many aspects of the project are already established based on COMBINEDBrain’s methods. For example, students will not have to generate interview protocols, consent documents, or a codebook. Students who appreciate a concrete plan may enjoy this project.

• Annika Nesterick, a 2nd year student, is currently working with COMBINEDBrain. Please feel free to reach out to Annika with any further questions (anesterick@unmc.edu).