Introduction:

The evolution of genetics has led to medical and nursing entities recommending specific skills to their health professionals. Professors and preceptors in the area must therefore introduce and discuss genetics accordingly to ensure proper training for students.

Objective:

This study aimed to explore how professors and preceptors of Medicine and Nursing courses at a Brazilian public university perceive the subject matter of genetics in the teaching and learning process of undergraduate studies.

Method:

This is a descriptive, exploratory, and cross-sectional study that was conducted with a convenience sample, and data was collected through a self-administered electronic questionnaire. In total, 317 professionals were invited and 40 (12.6%) participated. Descriptive data statistics were developed and classified into five categories: 1. description, academic training, and professional information; 2. genetics in the teaching and learning process; 3. continuing education in medical/clinical genetics; 4. genetics in clinical practice; and 5. genetic testing.

Result:

Twenty-eight (70%) physicians, seven (17.5%) nurses, and five (12.5%) professionals from other health areas participated in the sample, 87.5% of whom have a postgraduate qualification. As regards the teaching and learning process, 31 (77.5%) participants reported that their work was indirectly related to genetics, although 29 (72.5%) had never carried out a continuing education activity in the area. In clinical practice, two (5.0%) participants investigated family history up to three generations back, ten (25%) participants reported advising pregnant women about teratogens during pregnancy and lactation, and 17 (42.5%) reported occasionally referring patients to a genetics specialist. In general, participants were able to identify the main clinical characteristics that lead to suspected genetic diseases, although some situations were underestimated, such as the importance of genetic counseling in cases of consanguinity and advanced maternal or paternal age. Regarding genetic tests, only five (12%) participants reported feeling confident enough to request, interpret, and communicate results.

Conclusion:

Professors and preceptors in health areas are expected to encourage students to connect theory and practice, incorporating skills and competencies related to genetics into the comprehensive care of individuals. Based on these results, opportunities may be identified to improve the teaching of genetics in this and other higher education institutions.

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