The Inter-Society Coordinating Committee for Practitioner Education in Genomics (ISCC) formed in February 2013 from the Genomic Medicine IV meeting to improve genomic literacy of physicians and other practitioners and to enhance the practice of genomic medicine through sharing of educational approaches and joint identification of educational needs. The group facilitates interactions among medical professional societies and the NIH Institutes & Centers to exchange practices and resources in genomic education and clinical care. By identifying needs of societies and clinicians in filling in gaps in evidence and knowledge and in providing effective educational efforts, the ISCC offers partnership and available expertise to these societies to guide development of educational initiatives and applications for clinically relevant advances in genomic science. Incremental evolution in identification of relevant sequence variation will permit gradual expansion of practitioners' knowledge and practice in applying genomics to clinical care.
For more information on the ISCC and its mission, refer to the following ISCC Description
The ISCC brings together representatives from medical professional societies, NIH Institutes & Centers (ICs), and the NHGRI Genomic Medicine Working Group. The ISCC is co-chaired by an NIH official and an external member.
Michael Murray (American College of Physicians, Geisinger Clinic) Teri Manolio (National Human Genome Research Institute)
The Inter-Society Coordinating Committee has commissioned four initial working groups to address major areas identified at the Genomic Medicine IV meeting that are critical to effective implementation of clinical genomics. These are the Competencies, Educational Products, Engagement of Specialty Boards, and Use Cases groups. Each working group will play a key role in engaging medical professional societies, collecting and reviewing existing specialty-specific educational products and competencies, and proposing strategies for establishing cross-specialty standards for resident training and practicing physician education programs in genomic-based medicine. Listed below are the charges of these four working groups.
Competencies (Bruce Korf, Chair)
Review surveys and other sources to see what competencies would fit into current clinical practice.
Review any existing competencies in genomic medicine education and existing guidelines in the use of genomics.
Work with individual professional societies to determine their desire for competencies and where they would fit in.
Educational Products (Robert Roberts, Chair)
Collect existing educational products from ISCC representatives.
Identify relevant federally-funded resources and initiatives (such as CRVR, PharmGKB, Genetic Testing Registry) that could assist genomics education efforts and clinical practice.
Work with use cases group to identify areas of emphasis for educational products (e.g. ordering of genetic tests, counseling, return of results).
Identify new advances that may require educational initiatives.
Engagement of Specialty Boards (Nancy Rose, Chair)
Determine the extent that specialty boards already have genomics in their examinations.
Reach out to specialty boards that may not be integrating genomics into exams at this time.
Link specialty boards with relevant professional societies that are already implementing genomics education or are looking to implement.
Use Cases (Mark Williams, Chair)
Collect existing use cases and disseminate through ISCC dissemination efforts.
Develop general and society-specific use cases in genetics in five general topic areas:
Rare, single gene disorders
Common Disease with genetic component
Whole Genome/Exome sequencing
Coordinate with the Educational Products WG to identify and develop materials to support use cases
Coordinate with the Competencies WG to review existing competencies and explore how to translate into use cases that support competency achievement.
Engage with the specialty end users to:
Identify subjects of interest for use case development.
Evaluate disseminated use cases for relevance and utility.