Facilitating the Genetic Counseling Process Practice-Based Skills, Second Edition

13

Example: Construct a complicated family history for cancer. Assign some class

members to portray the family (each student has a couple of pieces of informa-

tion about the family history); assign other members to be the genetic counselors

who are responsible for gathering information by asking the right questions of

the family members. Have the genetic counselors first brainstorm how to counsel

the family and then engage in a role-play in which they conduct a team counsel-

ing session with the family.

• Clustering: This is a more structured form of brainstorming in which you begin
  by writing a term in the middle of the board (e.g., risk, patient anger, confronta-
  tion). Using this word as a focus, students brainstorm associated words, phrases,
  and ideas that you write in a circle around the term. Next you could ask students
  to identify themes they see in the words that are written around the circle, and/or
  you could give an “impromptu” lecture in which you connect the various words.
  You could follow this activity with a laundry list exercise, in which students
  generate every question they have about the concept (see earlier description of
  this technique).

1.3 Grading and Evaluation

1.3.1 General Criteria: Written Assignments

• Make your evaluation criteria explicit. For example, we tell students our evalua-
  tion of assignments is based on the quality of information, coherence, consis-
  tency, and degree of self-reflection. It is not based on whether we agree with a
  student’s opinions or, for instance, on whether we like her or his motives for
  being a genetic counselor. We also stress that we are looking for improvement in
  basic helping skills by the end of the course and encourage students to take risks
  and make mistakes in order to develop their skills. We also indicate that we value
  self-awareness of one’s strengths and weaknesses as opposed to perfection.


• Tie your feedback to your course objectives (Flash et al. 1995 ).


• Provide samples of good assignments (more feasible once you’ve taught the
  course once) that you have obtained from other students (with their written per-
  mission and after you have submitted their final course grade). Always remove
  the student’s name and any identifying information from a sample assignment.


• If you assign points for each major section of an assignment, state the number of
  points the student received for each major section and explain why points were
  deducted. Regardless of whether you assign points, provide one or two general
  reasons for the grade they receive, especially if it is less than full credit.


• Provide behavioral feedback, and try to balance positive and corrective com-
  ments. Suggest how the student might improve the next assignment (decide if
  you will allow students to revise and resubmit assignments). Raise rhetorical
  questions throughout an assignment to encourage further reflection.

1.3 Grading and Evaluation