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This paper describes the process of development, implementation, outcomes, and lessons learned following the initial 3 years of courses. Specific discussions regarding who to train, which faculty to use, content, and other elements of course design are reviewed. The course and process outlined in the paper offer a model for other organizations desiring to establish an academic leadership course. We tested the hypothesis that variant repeat interruptions (RIs) within the CTG repeat tract lead to milder symptoms compared with pure repeat
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