133Activity 9: Family History Taking Model
Instructor and a volunteer from outside of the class engage in a simulated genetic
counseling session in which the instructor gathers family history. Students observe
and take notes on family history. They also record examples of the genetic counselor
using good question-asking skills, empathy, and attending. This session should be
audio-recorded for students to use in written Exercise 5: Constructing a Pedigree.
Estimated time: 30 min.
Process 1
In small groups, students summarize the family history information per major cat-
egories (identified in the previous brainstorming Activity #5) or using categories
provided by the instructor. Possible categories include:
- Biological relationships
- Significant life events (births, deaths, marriages, divorce, etc.)
- Role of extended family members (close and supportive, distant and uninvolved)
- Experience with health-care delivery (close family member with chronic illness
vs. no health issues in close family members) - Experience with diseases
- Educational level
Estimated time: 20 min.Process 2
In large group, instructor has students provide their group summaries for each cat-
egory (a different small group can provide information for each area, and the other
small groups can add to or modify the summary).
Estimated time: 20 min.
Process 3
In large group, discuss student observations about the genetic counselor’s use of
good questions, empathy, and attending.
Estimated time: 15 min.
Activity 10: Pedigree Construction (Dyads)
Pairs of students practice constructing pedigrees for each other. [Tell students they
are not required to share personal information that they are uncomfortable disclos-
ing. They can provide their own family history or use a fictitious family.]
Estimated time: 50 min.
Process
In large group discuss any confusion students have, clarify pedigree construction
process, etc. Talk about what they perceive to be the benefits of constructing a
pedigree.
Estimated time: 25 min.