129the patient’s concerns, perceptions, family relationships, and support systems.
Pedigree construction is also a wonderful vehicle for establishing rapport. Moreover,
particularly revealing patient responses, made during this phase, can be revisited
later in the session and can greatly enhance genetic counseling. Although family
history gathering tends to become routine, it is a process that can set the tone and
the framework for the session.
5.5 Class Activities
Activity 1: Asking Questions (Think-Pair-Share Dyads)
Students individually consider the following questions and then discuss them with
a partner:
- What is the role of questioning in genetic counseling?
- What are potential benefits of asking questions?
- What are potential risks of asking questions?
- Are there certain types of patients with whom you would be particularly cautious
about asking questions? - What are some reasons patients might not answer your questions?
Estimated time: 10 min.Process
Dyads report on their discussion. The instructor summarizes major themes and pres-
ents any ideas that did not emerge from the dyads.
Estimated time: 15 min.
Activity 2: Brainstorming Questions
Present students with a brief genetic counseling patient description/statement, and
ask them to generate all the questions they can think to ask this patient. This activity
can be repeated several times with different patient descriptions.
Patient Statements
- I’m afraid I’m going to get breast cancer.
- I was hoping that you could tell me my chances of having another miscarriage.
- My sister has a child with CF. I don’t want that to happen to me.
- I want every test there is to make sure my baby is OK.
- My cousin has NF and I have some spots. My doctor thinks I have it, too.
Estimated time: 15 min per patient description.5.5 Class Activities