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

• Morales Peralta, Estela ^[1] ; García Gomez, Damarys ^[1] ; Quintana Hernández, Daniel ^[2] ; Arrieta García, Rosaralis ^[3] ; Orraca Castillo, Miladys ^[4] ; Lardoeyt Ferrer , Roberto ^[5]
  1. [1] Centro Nacional de Genética Médica. La Habana, Cuba
  2. [2] Centro Provincial de Genética de Mayabeque. Cuba
  3. [3] Centro Provincial de Genética de Camagüey. Cuba
  4. [4] Sociedad Cubana para el Desarrollo de la Familia. Cuba
  5. [5] Escola Superior de Saúde Castelo (ESSCA), Luanda, Angola

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• Localización: South Health and Policy, ISSN-e 3072-7677, Nº. 4, 2025 (Ejemplar dedicado a: South Health and Policy)
• Idioma: inglés
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  • 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.