Perspectives in the Teaching of Human Genetics

  • Ronald G. Davidson
  • Barton Childs
Part of the Advances in Human Genetics book series (AHUG, volume 16)


There is a growing sense of concern among geneticists with regard to the place occupied by their discipline in the curriculum throughout the entire educational system. Surveys of genetics teaching in North American medical schools, especially over the last 30 years, have shown dramatically increasing interest in the subject (Table I). For example, the proportion of schools with formal courses in genetics rose from 8.6% in 1953 (Herndon, 1954) to 74.7% in 1978 (Childs et al., 1981). Similar studies have revealed the importance of genetics in the education of dentists (Sanger, 1980; Farrington et al., 1982), nurses (Brantl and Esslinger, 1962; Feetham, 1984; Mertens et al.,1984; Monsen, 1984), nurse practitioners (J.K. Williams, 1983), and social workers (Mealer et al., 1981; Bishop, 1984). The last decade has even seen the emergence of an entirely new type of genetic practitioner, the genetic counselor or genetic associate (Kenen, 1984; Marks, 1982, 1984; Marks and Richter, 1976).


Medical School Medical Student Genetic Counseling Prenatal Diagnosis Congenital Adrenal Hyperplasia 
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Copyright information

© Springer Science+Business Media New York 1987

Authors and Affiliations

  • Ronald G. Davidson
    • 1
  • Barton Childs
    • 2
  1. 1.Chedoke-McMaster Hospitals, Faculty of Health SciencesMcMaster UniversityHamiltonCanada
  2. 2.Department of PediatricsJohns Hopkins University School of MedicineBaltimoreUSA

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