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Abstract #157309

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Louisa A. Stark, PhD¹, Rebecca Giles, MPH, CHES², Jenny Johnson, CHES², and Stacy Eddings, PhD³. (1) Genetic Science Learning Center, University of Utah, 15 North 2030 East, Salt Lake City, UT 84112-5330, 801-585-0019, Lstark@genetics.utah.edu, (2) Chronic Disease Genomics Program, Utah Department of Health, PO Box 142106, Salt Lake City, UT 84114-2106, (3) Bach Harrison, LLC, 116 South 500 East, Salt Lake City, UT 84102

Genetics and genomics are rapidly-growing fields, impacting citizens' lives in the areas of privacy, confidentiality, and family interactions. In order for individuals and families to take advantage of and understand this new aspect of health care they need to increase their genetic literacy. The need for building genetic literacy is particularly acute in underserved and under-represented communities where disparities in health care are compounded by barriers such as language, literacy and culture. Needs assessments conducted by the Utah Department Of Health (UDOH) Chronic Disease Genomics Program and the Genetic Science Learning Center (GSLC) at the University of Utah identified an immediate and substantial need for culturally appropriate health and genetics education materials for adults and children, K-12, particularly for chronic diseases that include a genetic component and for family health history. To meet this need, the GSLC and UDOH, with funding from the March of Dimes and HRSA, implemented the Family Genetics Education Through School and Community Partnerships Project, a coordinated genetics education program for 5th and 10th grade students and their families. Utilizing community based participatory approaches, the program utilized the expertise of a local Hispanic/Latino Community Advisory Board to adapt existing curricula and develop new activities that were culturally and linguistically appropriate for Hispanic/Latino children and their families. Materials were pilot tested in 5th and 10th grade classrooms in the urban Salt Lake City school system and with families. Plans to develop population-specific materials for Native American students and families are currently underway.

Learning Objectives:

• Articulate the process used to engage community partners including students, teachers, families, and school systems in developing culturally-appropriate curriculum materials on complex subjects such as genetics.
• List three challenges specific to developing genetics education materials.
• Identify culturally-appropriate genetics education materials to use in their own community setting.

Keywords: Community-Based Partnership, Hispanic

Related Web page: learn.genetics.utah.edu/units/basics/index.cfm

Presenting author's disclosure statement:

Any relevant financial relationships? No
Any institutionally-contracted trials related to this submission?

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

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• Multimedia recording