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Explanatory Models of Genetics and Genetic Risk among a Selected Group of Students

机译：选定学生群体中的遗传学和遗传风险解释模型

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This exploratory qualitative study focuses on how college students conceptualize genetics and genetic risk, concepts essential for genetic literacy (GL) and genetic numeracy (GN), components of overall health literacy (HL). HL is dependent on both the background knowledge and culture of a patient, and lower HL is linked to increased morbidity and mortality for a number of chronic health conditions (e.g., diabetes and cancer). A purposive sample of 86 students from three Southwestern universities participated in eight focus groups. The sample ranged in age from 18 to 54 years, and comprised primarily of female (67.4%), single (74.4%), and non-White (57%) participants, none of whom were genetics/biology majors. A holistic-content approach revealed broad categories concerning participants’ explanatory models (EMs) of genetics and genetic risk. Participants’ EMs were grounded in highly contextualized narratives that only partially overlapped with biomedical models. While higher education levels should be associated with predominately knowledge-based EM of genetic risk, this study shows that even in well-educated populations cultural factors can dominate. Study findings reveal gaps in how this sample of young adults obtains, processes, and understands genetic/genomic concepts. Future studies should assess how individuals with low GL and GN obtain and process genetics and genetic risk information and incorporate this information into health decision making. Future work should also address the interaction of communication between health educators, providers, and genetic counselors, to increase patient understanding of genetic risk.
机译：这项探索性定性研究的重点是大学生如何概念化遗传学和遗传风险，遗传素养（GL）和遗传计算（GN）必不可少的概念，整体健康素养（HL）的组成部分。 HL依赖于患者的背景知识和文化，较低的HL与许多慢性健康状况（例如糖尿病和癌症）的发病率和死亡率增加有关。有目的的样本来自西南三所大学的86名学生参加了八个焦点小组。样本年龄在18至54岁之间，主要由女性（67.4％），单身（74.4％）和非白人（57％）参与者组成，他们都不是遗传学/生物学专业的。整体内容方法揭示了有关参与者的遗传学和遗传风险解释模型（EMs）的广泛类别。参与者的EM是以高度上下文化的叙述为基础的，这些叙述仅与生物医学模型部分重叠。虽然高等教育水平应主要与基于知识的遗传风险电磁有关，但这项研究表明，即使在受过良好教育的人群中，文化因素也可以占主导地位。研究结果揭示了这个年轻人样本在获取，处理和理解遗传/基因组概念方面的差距。未来的研究应评估低GL和GN的个体如何获取和处理遗传学和遗传风险信息，并将这些信息纳入健康决策。未来的工作还应解决健康教育者，提供者和遗传顾问之间的交流互动，以增加患者对遗传风险的了解。

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