[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-592197-en":59,"doc-seo-592197-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":79},592197,7971474921005,"Grenda","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Entering the Public Health Genomics Era: Why Must Health Educators Develop Genomic Competencies?","The article examines how the Human Genome Project’s completion created both opportunities and complex public health challenges, especially for the health education workforce. It argues that health educators must build genomic competencies and integrate public health genomics into health promotion. The piece outlines five supporting arguments spanning professional responsibilities, competency needs, funding possibilities, and future employment. It also defines key PHG terms and reviews efforts, implications, and next steps to optimize integration in research and practice.","FeatureArticle  \nEntering the Public Health Genomics Era: Why Must Health Educators Develop Genomic Competencies?  \nLei-Shih Chen and Patricia Goodson  \nABSTRACT  \nAlthough the completion of the Human Genome Project will offer new insight into diseases and help develop efficient, personalized treatment or prevention programs, it will also raise new and non-trivial public health issues. Many of these issues fall under the professional purview of public health workers. As members of the public health workforce, health educators are being called upon to deal with genomic-related public health topics. Thus, we propose fivearguments supporting the need for health educators to develop their genomic competencies and integrate public health genomics (PHG) into health promotion. These arguments highlight various dimensions of health educators’ professional goals and range from professional responsibilities and competencies to the availability of funding for genomic-related research or interventionsand opportunities for future employment. Alongside these arguments, we present key PHG terms to facilitate understanding and to establish a common set of meanings for readers. Moreover, we discuss the current efforts being made by the field of health education to integrate genomics into research and practice, as well as implications and next steps required to optimize this integration.  \nINTRODUCTION  \nIn 2003, the National Institutes of Health (NIH) announced the completion of the Human Genome Project (HGP). The project represents a milestone inhuman history, as advanced genomic technologies/information can offer insight into specific diseases and may help develop highly efficient, personalized treatment and prevention programs.1 According to Dr. Julie Gerberding, director of the Centers for Disease Control and Prevention (CDC),“There are exciting things going on right now in public health. Certainly, genomics is going to have a profound impact on the public health practice of the future.”2  \nYet in the wake of its completion, the HGP also raised new and non-trivial public health issues. These include, but are not  \nrestricted to, the general public’s level of genetic literacy, the nature and challenges of informed consent for genetic testing, the intricate decision-making process associated with genetic testing, public fears about genetic discrimination, lack of access to genetic services, challenges regarding maintenance of healthy lifestyles following genomic profiling, the potential increase in health disparities, and insufficient knowledge or awareness of genomic information and technologies among health care providers and public health workers.3, 4  \nMany of these concerns fall under the professional purview of public health workers. Even before the completion oftheHGP, scholars such as Muin Khoury (director, National Office of Public Health Genomics, CDC) recommended that public health pro-  \nfessionals (1) understand genomic factors in population health,(2) examine the clinical validity and value of genomic tests, and (3) assess individuals’ family history in order to recommend genetic evaluations, intensive screening, and/or lifestyle changes.5 Once the HGPended, Khoury and others called fora renewed commitment of the public health workforce to the incorporation of genomics  \nLei-Shih Chen, is assistant professor in the Department of Public Health atthe University of North Florida, 4567 St. Johns Bluff Road, Jacksonville, FL 32224; E-mail: [lace@hlkn.tamu.edu](lace@hlkn.tamu.edu). Patricia Goodson, isan associate professor in the Department of Health and Kinesiology at Texas A&M University, 4243 TAMU, College Station, TX 77843-4243; E-mail: pgoodson@hlkn. [tamu.edu](tamu.edu).  \nLei-Shih Chen and Patricia Goodson  \ninto public health. Khoury and Mensah,6 for instance, postulated three immediate priorities for public health action regarding genomics: (1) investigating the relationship between genetic variants and diseases through administrat","cbCaimSlm3yyWOJh","https://ap.wps.com/l/cbCaimSlm3yyWOJh","pdf",74303,"English","en",105,"# Abstract\n# Introduction\n## Human Genome Project milestones and implications\n## Public health challenges after completion\n## Recommendations for workforce action and genomics priorities\n## Role and training gaps for health educators\n## Current field efforts and next steps","[{\"question\":\"What new public health issues emerge after the Human Genome Project completion?\",\"answer\":\"The article highlights concerns such as genetic literacy, informed consent for genetic testing, decision-making challenges, fears about genetic discrimination, limited access to services, lifestyle maintenance after genomic profiling, potential health disparities, and inadequate genomic awareness among providers and workers.\"},{\"question\":\"Why does the article say health educators must develop genomic competencies?\",\"answer\":\"It proposes five arguments linking genomic competency development to health educators’ professional responsibilities and goals, including integrating public health genomics into health promotion and supporting effective research and interventions.\"},{\"question\":\"What barriers does the article identify for health educators integrating genomics?\",\"answer\":\"It notes that many health educators have not received formal genomics training; survey data are cited showing gaps in genomics education within public health school curricula, and qualitative data indicate similar exposure limits for health educators outside those programs.\"}]","Entering the Public Health Genomics Era: Why Must Health Educators Develop Genomic Competencies? 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