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Episode 12: Mainstreaming Genomics Part 1
Episode Summary
Genomics is moving into mainstream healthcare — but only if the right people understand it. Not just geneticists, but GPs, nurses, medical specialists, allied health practitioners, and patients. In this episode, host Alison Archibald speaks with A/Prof Amy Nisselle about the science and art of genomics education — who needs it, how to design it well, and why it's one of the most powerful levers we have for improving access to genetic testing in Australia.
This is Part 1 of a two-part conversation. Part 2 explores what it actually takes to embed genomics into healthcare systems.
Guest
A/Prof Amy Nisselle is a genomics education, research, development, and evaluation expert at Murdoch Children's Research Institute, The University of Melbourne, and The University of Queensland. With over 20 years in the field, Amy is one of Australia's leading thinkers on communicating genomics to diverse audiences.
What We Cover
The Babel fish of genomics — Amy's role is to sit between two disciplines and translate one for the other, helping scientists communicate to patients and clinicians communicate to families.
Why genomics education is harder than it looks — Most education content asks readers to jump between the visible, the microscopic, and the symbolic without realising it. Understanding this framework is what separates education that lands from education that confuses.
The step most people skip — Before creating any education, you need a needs assessment. Who is it for? What do they already know? How will they engage? Most well-meaning education in Australia has been created without this step.
The logic model — Start with the goal, work backwards to the outcome, the required action, and the education that enables it. Always do an opportunity analysis first — what already exists that you can leverage?
What mainstreaming genomics actually means — Getting the parts of genomic medicine that are practical and learnable into the hands of clinicians outside specialist genetics services. GPs can order an MRI without interpreting it. We're at the same point with genomics.
The 17-year rule — Technology typically takes 17 years from bench to bedside. The genome was sequenced in 2000. By 2017 sequencing costs had dropped enough to make it clinically practical. NIPT and expanded carrier screening followed right on schedule.
The confidence dip — A little genomics education actually drops clinicians' confidence before it builds it back. Understanding that changes how you design programs and support people through the transition.
The workforce map — Genetic specialists in the bullseye, mainstream clinicians in the next ring, bioinformaticians and software developers in the outer ring. The trick isn't training the bullseye harder — it's bringing genomics out to the rings.
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By Dr Ali ArchibaldEpisode Summary
Genomics is moving into mainstream healthcare — but only if the right people understand it. Not just geneticists, but GPs, nurses, medical specialists, allied health practitioners, and patients. In this episode, host Alison Archibald speaks with A/Prof Amy Nisselle about the science and art of genomics education — who needs it, how to design it well, and why it's one of the most powerful levers we have for improving access to genetic testing in Australia.
This is Part 1 of a two-part conversation. Part 2 explores what it actually takes to embed genomics into healthcare systems.
Guest
A/Prof Amy Nisselle is a genomics education, research, development, and evaluation expert at Murdoch Children's Research Institute, The University of Melbourne, and The University of Queensland. With over 20 years in the field, Amy is one of Australia's leading thinkers on communicating genomics to diverse audiences.
What We Cover
The Babel fish of genomics — Amy's role is to sit between two disciplines and translate one for the other, helping scientists communicate to patients and clinicians communicate to families.
Why genomics education is harder than it looks — Most education content asks readers to jump between the visible, the microscopic, and the symbolic without realising it. Understanding this framework is what separates education that lands from education that confuses.
The step most people skip — Before creating any education, you need a needs assessment. Who is it for? What do they already know? How will they engage? Most well-meaning education in Australia has been created without this step.
The logic model — Start with the goal, work backwards to the outcome, the required action, and the education that enables it. Always do an opportunity analysis first — what already exists that you can leverage?
What mainstreaming genomics actually means — Getting the parts of genomic medicine that are practical and learnable into the hands of clinicians outside specialist genetics services. GPs can order an MRI without interpreting it. We're at the same point with genomics.
The 17-year rule — Technology typically takes 17 years from bench to bedside. The genome was sequenced in 2000. By 2017 sequencing costs had dropped enough to make it clinically practical. NIPT and expanded carrier screening followed right on schedule.
The confidence dip — A little genomics education actually drops clinicians' confidence before it builds it back. Understanding that changes how you design programs and support people through the transition.
The workforce map — Genetic specialists in the bullseye, mainstream clinicians in the next ring, bioinformaticians and software developers in the outer ring. The trick isn't training the bullseye harder — it's bringing genomics out to the rings.