How do students react to analyzing their own genomes in a whole-genome sequencing course?: outcomes of a longitudinal cohort study | Zendy

Saskia C. Sanderson | Zendy; Michael D. Linderman | Zendy; Randi E. Zinberg | Zendy; Ali Bashir | Zendy; Andrew Kasarskis | Zendy; Micol Zweig | Zendy; Sabrina A. Suckiel | Zendy; Hardik Shah | Zendy; Milind Mahajan | Zendy; George A. Díaz | Zendy; Eric E. Schadt | Zendy

Open Access

How do students react to analyzing their own genomes in a whole-genome sequencing course?: outcomes of a longitudinal cohort study

Author(s) -

Saskia C. Sanderson,

Michael D. Linderman,

Randi E. Zinberg,

Ali Bashir,

Andrew Kasarskis,

Micol Zweig,

Sabrina A. Suckiel,

Hardik Shah,

Milind Mahajan,

George A. Díaz,

Eric E. Schadt

Publication year - 2015

Publication title -

genetics in medicine

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 3.509

H-Index - 128

eISSN - 1530-0366

pISSN - 1098-3600

DOI - 10.1038/gim.2014.203

Subject(s) - regret , genome , psychology , whole genome sequencing , cohort , computational biology , medical education , medicine , biology , genetics , computer science , gene , machine learning

Health-care professionals need to be trained to work with whole-genome sequencing (WGS) in their practice. Our aim was to explore how students responded to a novel genome analysis course that included the option to analyze their own genomes.

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