genomics & society

Archive for March, 2012

Update from the ACMG Meeting in Charlotte

Posted by Myra I. Roche on March 28, 2012

Although off to a slow start, the pace of the ACMG meeting has begun to rev up as the participants begin to round the second lap.  But if the finish line is analogous to reaching a consensus about reporting results from whole exome or whole genome sequencing, it is clear that several laps remain.   Cars, I mean, participants were jockeying for position in the open forum session last night Read the rest of this entry »

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Posted in Genetic Counseling, Genetic Testing, Return of Results, Sequencing | Tagged: , , | Leave a Comment »

The ACMG Meeting in Charlotte: Geneticists Start Your Engines!

Posted by Myra I. Roche on March 21, 2012

Beginning next week, we will be reporting on interesting topics from the American College of Medical Genetics Meeting which will be held beginning March 28-31, 2012, in Charlotte, North Carolina.  We will also be posting about the short course (Tuesday, March, 27) entitled “Next Generation Sequencing: Clinical Utility, Laboratory Implementation and Bioinformatics Analysis” which promises to be a fun-filled, seven hour marathon session exploring every nook and cranny of nextgen sequencing.  Hope they’ll at least provide us with some cookies.

Other potentially interesting sessions include: Read the rest of this entry »

Posted in Education, Genetic Testing, Return of Results, Sequencing | Tagged: , , , | Leave a Comment »

Trying on Ethical Frameworks

Posted by Myra I. Roche on March 21, 2012

At our last reading group meeting, Rebecca Walker, led a discussion about creating an “ethical analysis” of a topic, such as the one we posed a few weeks ago: “Should students use their own DNA for classroom activities?” Some background information about the controversy can be found here.  Rebecca described both prescriptive and descriptive aims of an ethical analysis.  While a prescriptive approach would argue for a particular “best practice”, a descriptive one would detail the moral claims of each side of the argument.  Please note that this post represents my relatively uneducated summary of our session so feel free to contribute a comment to correct me.

We discussed three ethical frameworks upon which we might build a prescriptive analysis for our topic: a casuistical approach, a feminist approach, and a principles-based approach.

The casuistical method, unlike the financial market, actually does rely on past performances to predict future actions.

Read the rest of this entry »

Posted in Genetic Testing, Sequencing | Tagged: , , | 6 Comments »

Tell Us What You Think!

Posted by Myra I. Roche on March 20, 2012

Do you think people should be able to obtain incidental WES results? Click to vote in the poll.

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Posted in Genetic Testing, Return of Results, Sequencing | Tagged: , , , | 1 Comment »

Tell Us What You Think!

Posted by Myra I. Roche on March 20, 2012

What do you think about using WES in newborn screening? Click to vote in the poll.

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Posted in Ethics, Genetic Testing, Infomed Consent | Tagged: , , , | Leave a Comment »

Tell Us What You Think!

Posted by Myra I. Roche on March 7, 2012

What do you think about students using their own DNA for classroom activities ?  Click to vote in the poll,

Read the rest of this entry »

Posted in Education, Ethics, Infomed Consent, Sequencing | Tagged: , | 7 Comments »

Student Use of Their Own DNA in Classroom Activities

Posted by Myra I. Roche on March 7, 2012

Last week, our ELSI reading group began a series of three sessions devoted to the controversial issue of whether or not students should be encouraged/allowed to use their own DNA in classroom activities. Dr. Kelly Hogan, a senior lecturer in the Department of Biology, became interested in this topic when, after discussing the availability of direct to consumer (DTC) testing with her class, two of her students decided to ante up and have their genome sequenced. One wrote about her experience in this post last December. And the other students? The best guess was that it was only the $200 price tag that deterred them from diving headfirst into their own gene pool.  Some instructors believe that if students have access to their own genetic data, they will become more engaged and learning will be enhanced.  But, as the University of California-Berkeley found out last year, sponsoring this kind of engagement has its own price. Read the rest of this entry »

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