Oral

In 2005, the March of Dimes (MOD) received funding from the Genetics Services Branch of HRSA for a 5-year effort to improve genetic literacy in underserved, underrepresented populations and increase access to culturally and linguistically appropriate genetics education programs and services. MOD is collaborating with diverse community groups and organizations collectively known as the Consumer Genetics Education Network. The National Human Genome Center at Howard University (DC), Charles B. Wang Community Health Center (NY), Dominican Women’s Development Center (NY), and the Genetic Science Learning Center at the University of Utah with the Utah Department of Health Chronic Disease Genomics Program (UT) have created programs and materials to address the genetics information and resource needs of the African American, Asian American, Latino/Hispanic and Native American populations. Each has implemented community-based participatory strategies and engaged key stakeholders in a culturally sensitive manner to facilitate consumers in making informed healthcare decisions, increase awareness of family health history, increase consultation with healthcare providers and use of genetic services among high risk populations, and promote lifestyle changes that reduce genetic based health risks. MOD has collaborated with the Midwest Latino Health Research Center at the University of Illinois-Chicago to examine genetics education processes and identify best practices to develop standardized genetics education models for dissemination. In this panel we will discuss culturally/linguistically appropriate methods and materials, and address ethical, legal and social implications for creating and implementing community-based genetics education programs for underserved populations.

Session Objectives: At the end of the session,participants will beter: 1. Understand the need for culturally and linguistically appropriate genetics education materials for the African American, Asian American, Hispanic/Latino and Native American communities 2. Be able to describe benefits and challenges of using a community-based participatory approach to engage traditionally underserved, minority populations in the development of genetics education information and resources 3. Identify criteria for assessing cultural competence in the planning, development, implementation and evaluation of health promotion programs

CE Credits: CME, Health Education (CHES), Nursing