Knowledge and attitude of medical students and Young Medical College Teachers towards genetic risk testing for premature coronary artery disease.

Abstract

Objective: The study was to assess the knowledge and attitude of medical students and young medical college teachers regarding Genetic Risk Testing for Premature Coronary Artery Disease. Study Design: Cross Sectional Descriptive study. Setting: Azad Jammu and Kashmir Medical College, Muzaffarabad and Combined Military Hospital Muzaffarabad.  Period: September, 2019 to December, 2019. Material & Methods: A self-completion online questionnaire was sent to collect the data from 298 medical students and 70 young medical college teachers (<45 years) at Azad Jammu & Kashmir Medical College, Muzaffarabad, Pakistan and Combined Military Hospital Muzaffarabad. The questionnaire contained questions related to the knowledge and attitudes of the participants towards genetic risk testing along with their views regarding direct to consumer genetic tests for PCAD versus genetic tests involving consultation with a cardiologist before opting for such tests. Results: A total of 250 medical students and 62 young medical teachers (<45 years) participated in the study. Only 38% of the students were aware of genetic risk testing while 66% of the medical college teachers had prior knowledge of genetic testing. After being informed about the genetic risk testing for PCAD and its purpose 89% of the students while only 56% of the medical teachers were interested in undergoing genetic risk test for PCAD. The main reason for undergoing the test remained the curiosity to know the predisposition to PCAD amongst the students and the teachers alike while the main reasons for not willing to undergo a genetic test was the cost of the test and the genetic test becoming a worrying factor in the lives of the students while the main reason amongst the medical college teachers was doubt regarding the efficacy and reliability of the test results. Conclusions: Although the level of awareness about genetic risk testing is relatively good in young medical college teachers but they are reluctant to advise it or undergo it. Therefore, interventions are necessary to improve its knowledge and utility amongst the teachers and clear their misconceptions.