Genetics and Genomics for Health Professionals
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Inter-Society Coordinating Committee for Practitioner Education in Genomics (ISCC)

ISCC meeting room with participants around the table


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 DescriptionPDF file


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.

Bob Wildin looking at the monitor


Ann Karty, M.D.  (American Academy of Family Physicians)
Bob Wildin, M.D. (National Human Genome Research Institute)

Members and Federal Agency Partners

Accreditation Council for Continuing Medical Education (ACCME)
Accreditation Council for Graduate Medical Education (ACGME)
American Academy of Family Physicians (AAFP)
American Academy of Ophthalmology (AAO)
American Academy of Pediatrics (AAP)
American Association for Clinical Chemistry (AACC)
American Association for Dental Research (AADR)
American Board of Family Medicine (ABFM)
American Board of Medical Genetics (ABMG)
American Board of Medical Specialties (ABMS)
American Board of Ophthalmology (AAO)
American College of Cardiology (ACC)
American College of Medical Genetics and Genomics (ACMG)
American College of Physicians (ACP)
American Congress of Obstetricians and Gynecologists (ACOG)
American Dental Association (ADA)
American Dental Education Association (ADEA)
American Heart Association (AHA)
American Medical Association (AMA)
American Neurological Association (ANA)
American Society for Clinical Pathology (ASCP)
American Society of Clinical Oncology (ASCO)
American Society of Hematology (ASH)
American Society of Human Genetics (ASHG)
American Thoracic Society (ATS)
Association for Molecular Pathology (AMP)
Association of Professors of Human and Medical Genetics (APHMG)
Canadian Institutes of Health Research (CIHR)
Centers for Disease Control and Prevention (CDC)
Centers for Medicare and Medicaid Services (CMS)
College of American Pathologists (CAP)
College of Family Physicians of Canada (CFPC)
Council of Medical Specialty Societies (CMSS) 
Genetic Testing Registry (GTR)
Health Resources and Services Administration (HRSA)
International Association for Dental Research (IADR)
International League Against Epilepsy (ILAE)
International Society of Nurses in Genetics (ISONG)
International Society of Psychiatric Genetics (ISPG)
National Cancer Institute (NCI)
National Center for Biotechnology Information (NCBI)
National Eye Institute (NEI)
National Heart, Lung, and Blood Institute (NHLBI)
National Human Genome Research Institute (NHGRI)
National Institute of Allergy and Infectious Diseases (NIAID)
National Institute of Arthritis and Musculoskeletal and Skin Diseases (NIAMS)
National Institute of Child Health and Human Development (NICHD)
National Institute of Dental and Craniofacial Research (NIDCR)
National Institute of General Medical Sciences (NIGMS)
National Institute of Mental Health (NIMH)
National Institute of Neurological Disorders and Stroke (NINDS)
National Institute of Nursing Research (NINR)
National Institute on Alcohol Abuse and Alcoholism (NIAAA)
National Institute on Deafness and Other Communication Disorders (NIDCD)
National Institute on Drug Abuse (NIDA)
National Society of Genetic Counselors (NSGC)
Society of General Internal Medicine (SGIM)

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Working Groups

A participant raising her hand during the ISCC meetingThe Inter-Society Coordinating Committee 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 plays 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.  Additional working groups have since formed around key issues in genomic medicine education.  These include the Speaking Genetics, Innovative Approaches to Education, and Insurer Staff Education groups,  Listed below are the charges of the working groups.

Case Studies (Reed Pyeritz and Wendy Rubinstein, Co-Chairs)

  • Collect existing use cases and disseminate through ISCC dissemination efforts.
  • Develop general and society-specific use cases in genetics in five general topic areas:
    • Pharmacogenomics
    • Family History
    • Rare, single gene disorders
    • Common Disease with genetic component
    • Whole Genome/Exome sequencing
      • Incidental Findings
  • 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.

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.  
  • This working group completed its primary aims and went dormant in January 2015.
  • Competencies in Genomic Medicine, Korf et al. 2014 PDF file
  • ISCC Competencies DocumentMicrosoft Word file

Educational Products (Kristin Weitzel and Donna Messersmith, Co-Chairs)

  • 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).
  • Development of a Competency-Based Genomic Education Resource for Physicians, Weitzel et al. 2015 PDF file

Engagement of Specialty Boards (Bob Wildin, 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.  

Innovative Approaches to Education (Richard Haspel, Chair)

Insurer Staff Education (Suzanne Belinson, Chair)

  • Identify areas of greatest need for genomics knowledge in the clinical context among the staff and medical directors of health insurers' claims and preauthorization processing pipelines.
  • Execute a pilot webinar series to educate insurer staff, and gather effectiveness data iteratively.

Speaking Genetics (Suzanne Belinson, Chair)

  • Identify language use patterns in genomics spoken language in professional, community and patient-provider contexts.
  • Create recommendations for language use in patient-centered genomics communications that optimize understanding and minimize the need to learn new scientific, medical or technical terms and phrases.

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ISCC Meetings and Activities

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Resources and Articles


ISCC RosterPDF file
ISCC Competencies DocumentMicrosoft Word file


Competencies in Genomic Medicine, Korf et al. 2014PDF file
Development of a Competency-Based Genomic Education Resource for Physicians, Weitzel et al. 2015PDF file
The growing role of professional societies in educating clinicians in genomics, Manolio and Murray 2014 []


Bob Wildin, Co-Chair

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Last Updated: January 16, 2016