Fig 1.
Student attitudes about sharing personal genomics data.
A) Percentage of students answering “yes” to question #1 about whether they would ask health care workers for help in interpreting their results. B) Student responses to Question #2 regarding whether they would share their results with a physician. For A and B, statistical analysis performed using an unpaired Student t-test and all values are mean ± SEM with n = 71 for no kit (white), and n = 84 for kit (blue) (** = p<.01). C) Student survey questions 1–2.
Fig 2.
Student attitudes about personal genomics analysis and regulation.
A) Student response to statements in questions 3–9 on a 5-point Likert scale. Statistical analysis performed using the Mann-Whitney U-test and all values are mean ± SEM with n = 71 for no kit (white), and n = 84 for kit (blue) (** = p<.01; **** = p<.0001). B) Student survey questions 3–9.
Fig 3.
Student attitudes about personal genomics and the classroom learning experience.
A) Student response to statements in questions 10–14 on a 5-point Likert scale. Statistical analysis performed using the Mann-Whitney U-test and all values are mean ± SEM with n = 71 for no kit (white), and n = 84 for kit (blue) (* = p<.05; *** = p<.001; **** = p<.0001). B) Student survey questions 10–14.
Fig 4.
Change in hours spent using personal genomics products and scores on personal genomics quiz.
A) Students reported hours spent using personal genomics products on pre and post surveys. The change in hours (increase) between the pre and post surveys were calculated and the data from students who did not receive kits (white) were compared with the data from students who did (blue). B) Student took a 10-question personal genomics quiz on pre- and post-surveys. The change in scores (increase) between the pre and post surveys were calculated and the data from students who did not receive kits (white) were compared with the data from students who did (blue). Statistical analysis for A and B were performed using an unpaired Student t-test and all values are mean ± SEM with n = 71 for no kit, and n = 84 for kit (** = p<.01).
Fig 5.
Effect of assignments and kits on time spent using personal genomics products.
A) Reported hours spent using personal genomics products for students in Advanced Molecular Biology. Students in this class did not have a required homework assignment. The left two columns are the pre- and post-survey results from students who did not receive kits (white); whereas the right two columns are the survey results from students who did (blue). Statistical analysis performed using a paired t-test and all values are mean ± SEM with n = 40 for no kit/no assignment (white), and n = 42 for kit/no assignment (blue) (**** = p<.0001). B) Reported hours spent using personal genomics products for students in Genomics. These students had a required homework assignment. The left two columns are the pre- and post-survey results from students who did not receive kits (hatched white); whereas the right two columns are the survey results from students who did (hatched blue). Statistical analysis performed using a paired t-test and all values are mean ± SEM with n = 31 for no kit/assignment (hatched white), and n = 42 for kit/assignment (hatched blue) (**** = p<.0001). C) The change in hours (increase) between the pre and post tests for each course and group were calculated. In the left two columns were students who did not receive kits. Students who did not have a homework assignment (white) were compared to those that did (hatched white). In the right two columns all students received kits. Students that did not have a homework assignment (blue) were compared to those that did (hatched blue). Statistical analysis performed using an unpaired Student t-test and all values are mean ± SEM with n = 40 for no kit/no assignment (white), n = 42 for kit/no assignment (hatched white), n = 31 for no kit/assignment (blue), and n = 42 for kit/assignment (hatched blue) (* = p<.05).
Fig 6.
Effect of assignments and kits on student scores on 10-question personal genomics quiz.
A) Scores on 10-question personal genomics quiz for students in Advanced Molecular Biology. Students in this class did not have a required homework assignment. The left two columns are the pre- and post-survey results from students who did not receive kits (white); whereas the right two columns are the survey results from students who did (blue). Statistical analysis performed using a paired t-test and all values are mean ± SEM with n = 40 for no kit/no assignment (white), and n = 42 for kit/no assignment (blue) (** = p<.01). B) Scores on 10-question personal genomics quiz for students in Genomics. These students had a required homework assignment. The left two columns are the pre- and post-survey results from students who did not receive kits (hatched white); whereas the right two columns are the survey results from students who did (hatched blue). Statistical analysis performed using a paired t-test and all values are mean ± SEM with n = 31 for no kit/assignment (hatched white), and n = 42 for kit/assignment (hatched blue) (**** = p<.0001). C) The change in scores (increase) between the pre and post tests for each course and group were calculated. In the left two columns were students who did not receive kits. Students who did not have a homework assignment (white) were compared to those that did (hatched white). In the right two columns, all students received kits. Students that did not have a homework assignment (blue) were compared to those that did (hatched blue). Statistical analysis performed using an unpaired Student t-test and all values are mean ± SEM with n = 40 for no kit/no assignment (white), n = 42 for kit/no assignment (hatched white), n = 31 for no kit/assignment (blue), and n = 42 for kit/assignment (hatched blue) (* = p<.05).