Training activity information
Details
Develop or update at least one counselling aid or leaflet that could be used during an appointment to support patient understanding of the condition
Type
Developmental training activity (DTA)
Evidence requirements
Evidence the activity has been undertaken by the trainee​.
Reflection on the activity at one or more time points after the event including learning from the activity and/or areas of the trainees practice for development.
An action plan to implement learning and/or to address skills or knowledge gaps identified.
Considerations
- Information needs and understanding of different groups of patients, including different learning styles
- Structure and prioritising the provision of information appropriate to the individual’s needs
- Clarity and readability of written information and using alternate formats for individuals with different communication needs
- Process for approval of patient information literature
Reflective practice guidance
The guidance below is provided to support reflection at different time points, providing you with questions to aid you to reflect for this training activity. They are provided for guidance and should not be considered as a mandatory checklist. Trainees should not be expected to provide answers to each of the guidance questions listed.
Before action
- What specific information related to a genetic condition do you aim to convey effectively through this aid?
- What do you hope to learn about the process of translating complex genetic information into accessible language for patients?
- What insights do you anticipate gaining into the types of information patients find most helpful in understanding a particular condition?
- How do you think this activity will enhance your skills in creating patient-centred resources?
- Will you review existing counselling aids or leaflets for similar conditions to understand best practices and identify potential areas for improvement or different approaches?
- Will you discuss the specific genetic condition and the intended audience for the aid with your training officer or supervisor? What key messages should be included?
- What potential challenges do you foresee in developing this aid (e.g., balancing accuracy and simplicity, considering different literacy levels)? How might you address these?
- How do you feel about the task of creating a patient-facing resource? Are there any aspects you feel particularly confident or less confident about?
In action
- What is your rationale for the content and structure you are choosing?
- What challenges are you encountering in translating complex information into an accessible format (e.g., avoiding jargon, maintaining accuracy)?
- What are you learning about patient information needs and effective communication as you develop this resource?
- How are you considering and recognising familial, cultural, and societal diversity in the development of this resource?
- How does the process of creating this aid relate to your existing knowledge of the genetic condition and principles of patient education?
- Are you considering different ways to present information (e.g., using analogies, diagrams, bullet points)?
- Are you recognising any gaps in your own understanding of the condition or how to explain it simply? Would discussing this with your training officer be beneficial at this stage?
- How are you seeking feedback on its effectiveness?
On action
- Summarise the process of developing or updating the counselling aid or leaflet. What were the key decisions you made regarding content, format, and language?
- What did you learn about translating complex genetic information into accessible language for patients? Did you encounter any unexpected difficulties or successes in designing the aid? What did these teach you about patient information needs? H How might the skills you developed in creating this aid be relevant in future patient interactions or when preparing other patient-facing materials?
- What aspects of the counselling aid development could you improve in the future? How will you apply your understanding of patient communication gained from this activity in future consultations? What are your next steps in terms of finalising the aid?
- Do you need any resources or further guidance on creating effective patient information materials?
Beyond action
- Look back at the counselling aid or leaflet you developed or updated. How do you now evaluate its effectiveness in supporting patient understanding, considering your subsequent experiences and learning in the module?
- How has the process of creating this aid influenced your approach to explaining complex genetic information to patients in consultations? Have you used this or similar skills (e.g., summarising information clearly) in other training activities, such as preparing for clinical appointments or writing clinic letters?
- What transferable skills, such as written communication and understanding patient needs, did you develop through this activity that will be valuable in your future role as a Genetic Counsellor? What further actions might you take to continue developing your skills in creating effective patient information resources (e.g., seeking feedback from patients, reviewing best practice guidelines)?
Relevant learning outcomes
| # | Outcome |
|---|---|
| # 3 |
Outcome
Critically analyse the literature and evidence base to compile information on the aetiology and clinical presentation of a range of genetic and genomic disorders. |
| # 4 |
Outcome
Apply communication skills and knowledge to provide genetic information to individuals and their families across a range of clinical situations being sensitive to patient information needs and the psychosocial and cultural context of the situation. |