Summer Genetics Institute.

Those of you who read this column frequently will note a distinct change. Typically, as the column title suggests, a biological issue related to psychiatric nursing appears. This issue's column will instead focus on training related to a biological perspective: the Summer Genetics Institute (SGI) held at the National Institutes of Health (NIH) in the Washington, DC, area. Sponsored by the National Institute of Nursing Research (NINR) in collaboration with the School of Nursing and Health Studies at Georgetown University, this summer program enjoyed its fifth cohort of students during summer 2004. Each summer, in a highly competitive selection process, 18 or so participants are invited to transplant themselves to the Washington area for the months of June and July. Participants arrive from around the country. During summer 2004, attendees traveled from Florida, Georgia, Alabama, Texas, Oklahoma, Nebraska, Utah, Wisconsin, Michigan, Indiana, Ohio, Pennsylvania, Virginia, and the District of Columbia. Nursing faculty composed one-half of the group, while the other nine slots drew from current doctoral students. Ages ranged from 20s to 50s. Universities represented were Florida, South Florida, Georgia State, Emory, Alabama at Birmingham, Baylor, Tulsa, Nebraska, Utah, Wisconsin, Michigan, Indiana, Ohio State, Pittsburgh, George Mason, and Howard. Institute faculty, headed by Dr. Roland Nardone (formerly department chair of biology at Catholic University), are exceptionally well prepared and primarily drawn from NIH, Catholic University, Georgetown University, and other distinguished academies. The teaching and course work are rigorous and steady (as in nonstop for 8 weeks), yet the environment is relaxed and collegial. The lectures could all be categorized as current with a high level of difficulty. The SGI faculty are experts in their area. For example, the lecture on Duchene's muscular dystrophy was given by the scientist who identified that a protein from a defective gene was responsible for the disorder, and the lecture on Behavioral Genetics was presented by Dr. Tom Insel, Director of NIMH. Overall, high marks are given to SGI instruction. Students come with a variety of backgrounds. Some were engaged in genetic work/research before entering the program, others had a genetic trajectory on their career radar screens, and a few viewed this as an opportunity to add a missing element to their knowledge base. As noted, student ages varied, yet neither this nor any other diverse characteristic imposed itself into the fabric of students working together to stay abreast of the onslaught of material. Course evaluation (i.e., grades) was based on three examinations and a research proposal. The exams, surprisingly, were "take home," with students encouraged to work in small study groups. The initial reaction was one of relief and although that sense of relief continued, any thoughts that such a testing approach was like "shooting fish in a barrel" were dismissed immediately. The exams were difficult and truly vehicles of learning. Putting our heads together was helpful, but eventually each person had to work out his or her own salvation with fear and trembling. Several students, including the author, wondered aloud after seeing the first exam, "Why am I putting myself through all this?" The testing truly challenged us beyond the ability of the printed word to convey. For most weeks the format of the course followed this pattern: Lecture: 9:30-11:30 and 13:00-16:00 Tuesdays, Wednesdays, and Thursdays; Laboratory 9:00-17:00 Fridays and Saturdays. …