Abstract: FR-PO0920
Pilot Implementation of a Nephrogenetics Educational Curriculum
Session Information
- Pediatric Nephrology: Genetic Diseases, Development, Neonatal Nephrology, Glomerular Diseases, and More
October 23, 2026 | Location: Exhibit Hall A, Convention Center
Abstract Time: 10:00 AM - 12:00 PM
Category: Pediatric Nephrology
- 1800 Pediatric Nephrology
Authors
- Salcedo-Giraldo, Jordy, Children's National Hospital, Washington, District of Columbia, United States
- Wink, Krista Renee, The George Washington University School of Medicine and Health Sciences, Washington, District of Columbia, United States
- Freiman, Andrew, Children's National Hospital, Washington, District of Columbia, United States
- Dadzie, Nicholas, The George Washington University School of Medicine and Health Sciences, Washington, District of Columbia, United States
- Gulati, Ashima, Children's National Hospital, Washington, District of Columbia, United States
Background
Despite increasing clinical use, formal training in nephrogenetics remains limited in fellowship education and continuing medical education. Professional societies emphasize the need for genomic literacy, yet few structured curricula exist to support competency in test selection, interpretation, and integration of genetic counseling. We aimed to develop and pilot a longitudinal nephrogenetics curriculum for pediatric nephrology trainees and faculty.
Methods
We conducted a prospective single-center nephrogenetics educational intervention, including pediatric nephrology fellows and attending physicians. Core sessions included: (1) fundamentals of nephrogenetics and inheritance patterns, (2) genetic testing modalities and indications, (3) interpretation of genetic test reports using disease-specific examples, and (4) principles of genetic counseling in nephrology. The curriculum culminated in a capstone case-based workshop emphasizing test selection, variant interpretation, and counseling strategies. Participants completed pre- and post-intervention surveys assessing knowledge, clinical practices, and attitudes toward nephrogenetics.
Results
A total of N=9 participants completed the pre-intervention survey, and N=6 completed the post-intervention survey. Knowledge improved in key domains, particularly variant interpretation and genetic testing principles, with correct responses increasing from 56% to 100% and 56% to 67% on questions related to variants of unknown significance and cascade testing.
Key barriers included a lack of confidence in test selection, uncertainty in result interpretation and return, and limited access to genetics professionals. Attitudes toward nephrogenetics improved across domains, including perceived underutilization of testing (3.5 to 4.0/5), importance of genetic literacy (3.8 to 4.3/5), preparedness to integrate genomic medicine (2.8 to 3.2/5), and support for formal training (3.7 to 4.7/5).
Participants rated the curriculum highly, with strong perceived value (4.8/5), improved understanding (4.3/5), and likelihood of recommending it (4.7/5).
Conclusion
Implementation of a nephrogenetics curriculum is feasible and associated with improved knowledge, confidence, and attitudes toward genetic testing in nephrology. This pilot highlights key educational gaps and supports integration of structured genomic education into nephrology training, with future direction aimed at expanding clinical application.