2013 Review and Update of the Genetic Counseling Practice Based Competencies by a Task Force of the Accreditation Council for Genetic Counseling

The first practice based competencies (PBCs) for the field of genetic counseling were adopted by the American Board of Genetic Counseling (ABGC), 1996. Since that time, there has been significant growth in established and new work settings (clinical and non‐clinical) and changes in service delivery models and the roles of genetic counselors. These changes prompted the ABGC to appoint a PBC Task Force in 2011 to review the PBCs with respect to their current relevance and to revise and update them as necessary. There are four domains in the revised PBCs: (I) Genetics Expertise and Analysis (II) Interpersonal, Psychosocial and Counseling Skills (III) Education and (IV) Professional Development and Practice. There are 22 competencies, each clarified with learning objectives or samples of activities and skills; a glossary is included. New competencies were added that address genomics, genetic testing and genetic counselors’ roles in risk assessment, education, supervision, conducting research and presenting research options to patients. With PBCs serving as the pre‐defined abilities or outcomes of training, graduating genetic counselors will be well prepared to enter the field with a minimum level of skills and abilities. A description of the Task Force’s work, key changes and the 2013 PBCs are presented herein.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/147172/1/jgc40868.pd

Motivation to “Keep Pushin’”: Insights into Faculty Development Facilitating Inclusive Pedagogy

This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end when they reflected upon the changes they made. This occurred despite deeply held motivations to change their teaching and make a difference for their students. The participants encountered barriers that centered on feelings related to self-confidence, student perception, and peer approval. Findings include descriptions of these anxieties and the supports that meaningfully helped them push through difficulties and sustain their journeys toward inclusive pedagogy

Unexpected DNA binding properties with correlated downstream biological applications in mono vs. bis-1,8-naphthalimide Ru(II)-polypyridyl conjugates

The synthesis, spectroscopic characterisation and biological evaluation of mono- and bis-1,8-naphthalimide- conjugated ruthenium(II)-polypyridyl complexes is presented. Spectroscopic DNA titrations, together with denaturation studies, show strong binding of both species to DNA through the naphthalimide arms. Linear and circular dichroism (LD and CD) spectroscopy reveal close association of the Ru(bpy)3 2+ core with DNA in the case of the mono-naphthalamide complex, [Ru(bpy)2(bpy-NAP)]2+. Significantly, binding by the second naphthalimide arm in the [Ru(bpy)2(bpy-NAP2)]2+ complex is found to displace the Ru(bpy)3 2+ centre from the DNA backbone. This ‘negative allosteric effect’ is found to have a dramatic influence on the photoinduced damage of plasmid DNA, and the viability of HeLa cancer cells upon photoactivation. Overall the study clearly maps and correlates the relationship between molecular structure, in vitro binding and activity, and in cellulo function