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Discussing race-related limitations of genomic testing for colon cancer risk: Implications for education and counseling

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  • Butrick, Morgan N.
  • Vanhusen, Lauren
  • Leventhal, Kara-Grace
  • Hooker, Gillian W.
  • Nusbaum, Rachel
  • Peshkin, Beth N.
  • Salehizadeh, Yasmin
  • Pavlick, Jessica
  • Schwartz, Marc D.
  • Graves, Kristi D.

Abstract

This study examines communication about limitations of genomic results interpretation for colon cancer risk during education and counseling of minority participants. As part of a larger study conducted from 2010 to 2012, participants recruited from a large primary care clinic were offered testing for a research panel of 3 genomic markers (single nucleotide polymorphisms or SNPs) for colorectal cancer risk. Genetic counselors conducted pre- and post-test sessions which included discussion of limitations of result interpretation due to the lack of racial/ethnic diversity in research populations from which risk data are derived. Sessions were audio-recorded, transcribed and thematically analyzed. Many participants did not respond directly to this limitation. Among the participants that responded directly to this race-related limitation, many responses were negative. However, a few participants connected the limited minority information about SNPs with the importance of their current research participation. Genetic counselor discussions of this limitation were biomedically focused with limited explanations for the lacking data. The communication process themes identified included: low immediacy (infrequent use of language directly involving a participant), verbal dominance (greater speaking ratio of the counselor to the patient) and wide variation in the degree of interactivity (or the amount of turn-taking during the discussion). Placed within the larger literature on patient-provider communication, these present results provide insight into the dynamics surrounding race-related educational content for genomic testing and other emerging technologies. Clinicians may be better able to engage patients in the use of new genomic technology by increasing their awareness of specific communication processes and patterns during education or counseling sessions.

Suggested Citation

  • Butrick, Morgan N. & Vanhusen, Lauren & Leventhal, Kara-Grace & Hooker, Gillian W. & Nusbaum, Rachel & Peshkin, Beth N. & Salehizadeh, Yasmin & Pavlick, Jessica & Schwartz, Marc D. & Graves, Kristi D., 2014. "Discussing race-related limitations of genomic testing for colon cancer risk: Implications for education and counseling," Social Science & Medicine, Elsevier, vol. 114(C), pages 26-37.
    • Handle: RePEc:eee:socmed:v:114:y:2014:i:c:p:26-37
    DOI: 10.1016/j.socscimed.2014.05.014
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    References listed on IDEAS

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    1. Roter, Debra L. & Erby, Lori H. & Larson, Susan & Ellington, Lee, 2007. "Assessing oral literacy demand in genetic counseling dialogue: Preliminary test of a conceptual framework," Social Science & Medicine, Elsevier, vol. 65(7), pages 1442-1457, October.
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