Impacts of incorporating personal genome sequencing into graduate genomics education: a longitudinal study over three course years

Table 2 Self-reported “important” genomic results identified by students who analyzed their own genome, and with whom students discussed their results for 2014–2015 at T4, post-course (questions were not included in 2013 T4 questionnaire)

Use your genome for all analyses	T4
All	34
Some	0
Exclude regions	T4^a
No	30
Yes	4
Receive any results felt were important	T4^b
Yes	30
No	2
Not sure	2
If yes, in which categories
Carrier status	18 (56%)
Pharmacogenomic	12 (38%)
Monogenic disease	15 (47%)
Physical traits	6 (19%)
Polygenic disease risk	9 (28%)
Ancestry	13 (41%)
Variant(s) of unknown significance	10 (31%)
Other	0
Discuss results with anyone	T4^c
Yes	29
No	4
Choose not to answer	1
If yes, whom (check all that apply)
Genetic counselor	5 (17%)
Physician or other health professional	4 (14%)
Mother	18 (62%)
Father	15 (52%)
Sibling	12 (41%)
Other family	6 (21%)
Friends	24 (83%)
Significant other	17 (59%)
Instructors	10 (34%)
Other	0
Course have impact on your family	T4^d
Yes^e	8
No	24
Not sure	2

^aChi-square test of association with year was not significant: χ² (1) = 0.016, p = 0.90
^bChi-square test of association with year was not significant: χ² (2) = 1.89, p = 0.39
^cChi-square test of association with year was not significant: χ² (2) = 0.92, p = 0.63
^dChi-square test of association with year was not significant: χ² (2) = 2.56, p = 0.28
^eFree text responses to how course impacted family listed in Additional file 1: Table S6

ISSN: 1755-8794