A quantitative exploration of the clinical genetics curricula across genetic counseling training programs in the United States and Canada

Genetic counseling training programs (GCTPs) in the United States and Canada are expected to provide students with a comprehensive education on clinical genetic conditions to prepare them to attain certification and for entry‐level competency in the profession; however, no organizational guidance is provided on the specific conditions that should be taught. This exploratory pilot study aimed to explore the genetic conditions taught in accredited GCTPs in the United States and Canada with the goal of examining curricular variability between GCTPs and identifying which factors are influential in developing didactic curricula. A quantitative approach was employed in the form of a survey of GCTP faculty regarding the teaching of 196 genetic conditions and factors important to curricular development. Statistical analysis included descriptive and inferential statistics. Of the 196 surveyed conditions, participating GCTPs indicated teaching between 86–196 (43.9%–100%), with an average of 159 (81.3%) conditions. An additional 189 conditions were indicated in write‐in responses, totaling 385 distinct genetic conditions identified as being taught in participating GCTPs. Participating GCTPs highlighted preparation for the American Board of Genetic Counseling (ABGC) exam and the prevalence of a condition as key factors in determining which conditions to include in the program curriculum. No significant associations were observed between which conditions were taught and factors such as program demographics or geographic location. These findings highlight the wide variability in the conditions being taught across GCTPs. This variability raises the question of whether standardization of genetic conditions taught, as exists in other health professions, would be beneficial to genetic counseling program consistency, student preparation, and credibility of the genetic counseling profession.