Training competencies in dysmorphology: learning needs for professionals involved in clinical genetics

Abstract

Introduction: Recent advances in molecular genetics and the use of artificial intelligence require professionals whose work is related to clinical genetics to have a basic knowledge of dysmorphology. It is therefore necessary to design a teaching strategy to improve their professional performance. 
Objective: To identify learning needs in dysmorphology for professions related to clinical genetics.
Methods: A descriptive cross-sectional observational study was conducted on a non-probabilistic accidental sample of 80 professionals who attended the face-to-face conference “Dysmorphology: current challenges” and who were willing to respond to an anonymous printed questionnaire. Descriptive statistical methods were used to process the data. 
Results: The average age of those who responded to the questionnaire was 46.83, the majority were female (92.5%), predominantly doctors (48.75%), with an average of 23 years of professional experience. Fifty-one point twenty-five percent were in teaching positions and fifty-two point five percent were scientists. Most attendees were satisfied with the conference, and the majority of proposals for postgraduate activities to be carried out during the course (sixty-three point three percent) included the use of technology for diagnosis (one hundred percent) and the use of nomenclature in dysmorphology (ninety-five point five percent). 
Conclusion: The handling of nomenclature in semiology and the application of technology for diagnosis were identified as learning needs.