Objective: Describe models for the translation of genetic science to the practice of health professionals. Background and Science: Scientific discovery is essential to advancing health and the health care of our nation. As essential to discovery is the translation of the science to the practice of the 11 million health professionals in the United States. The Institute of Medicine report Crossing the Quality Chasm: A New Health System for the 21st Century (2001) states that knowledge significantly affects safety and quality yet there may be a lag time of a decade between scientific discovery and practice. The discoveries from the mapping of the human genome are recognized as the most significant scientific advances in decades. Genetic science affects all areas of health and health care and all populations from the youngest to the oldest. There is considerable evidence supporting the need for all health care and public health professionals to have knowledge and skill competencies in utilizing genetic science and technology. More significant is the evidence of health professionals' lack of genetic knowledge. The Health Resources and Services Administration (HRSA) Bureau of Health Professions provides national leadership to bridge the gap in translating science to practice. Methods: HRSA- Health Professions is supporting more than 20 genetic education activities to prepare thousands of faculty and health care providers with the knowledge and skills necessary to integrate genetics into education and into the health promotion and disease prevention care they provide to patients and families. A systematic analysis of these disciplinary and interdisciplinary projects was conducted. The data were analyzed for areas of science identified for translation and the evidence criteria used, the characteristics of the collaborators (genetic and clinical scientists, faculty and clinicians), models of education and dissemination, and effectiveness of diffusion. Findings: Results from the analysis of the HRSA- Health professions funded genetic activities are described. The effectiveness of the models to translate genetic science to the practice of health professionals is reported. Issues and successful processes for translating science to practice are described. Conclusions and implications: The analysis across multiple education projects, some with national scope, strengthens the ability to interpret the data and identify characteristics of programs with the highest potential for more rapid diffusion of science into practice. Identification of the areas of science applied in these projects provides direction for researchers regarding the gaps in science, the consideration of translation as a component of programs of research, and issues of readiness of science for translation.
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