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Prenatal screening and genetics

Alderson, P; Aro, AR; Dragonas, T; Ettorre, E; Hemminki, E; Jalinoja, P; Santalahti, P; (2001) Prenatal screening and genetics. European Journal of Public Health , 11 (2) pp. 231-233. 10.1093/eurpub/11.2.231. Green open access

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Although the term 'genetic screening' has been used for decades, this paper discusses how, in its most precise meaning, genetic screening has not yet been widely introduced. 'Prenatal screening' is often confused with 'genetic screening'. As we show, these terms have different meanings, and we examine definitions of the relevant concepts in order to illustrate this point. The concepts are i) prenatal, ii) genetic screening, iii) screening, scanning and testing, iv) maternal and foetal tests, v) test techniques and vi) genetic conditions. So far, prenatal screening has little connection with precisely defined genetics. There are benefits but also disadvantages in overstating current links between them in the term genetic screening. Policy making and professional and public understandings about screening could be clarified if the distinct meanings of prenatal screening and genetic screening were more precisely observed.

Type: Article
Title: Prenatal screening and genetics
Location: England
Open access status: An open access version is available from UCL Discovery
DOI: 10.1093/eurpub/11.2.231
Publisher version: https://doi.org/10.1093/eurpub/11.2.231
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Amniocentesis, Chorionic Villi Sampling, Europe, Female, Genetic Diseases, Inborn, Genetic Testing, Genotype, Humans, Phenotype, Pregnancy, Prenatal Diagnosis, Terminology as Topic, Ultrasonography, Prenatal
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1482040
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