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Perspectives in the Teaching of Human Genetics

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Advances in Human Genetics

Part of the book series: Advances in Human Genetics ((AHUG,volume 16))

Abstract

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).

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Authors and Affiliations

  1. Chedoke-McMaster Hospitals, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada, L8N 3Z5

    Ronald G. Davidson

  2. Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland, 21205, USA

    Barton Childs

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  1. Ronald G. Davidson
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Editors and Affiliations

  1. University of Pennsylvania, Philadelphia, USA

    Harry Harris (Harnwell Professor of Human Genetics) (Harnwell Professor of Human Genetics)

  2. Mount Sinai School of Medicine of The City University of New York, USA

    Kurt Hirschhorn (Herbert H. Lehman Professor and Chairman of Pediatrics) (Herbert H. Lehman Professor and Chairman of Pediatrics)

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Davidson, R.G., Childs, B. (1987). Perspectives in the Teaching of Human Genetics. In: Harris, H., Hirschhorn, K. (eds) Advances in Human Genetics. Advances in Human Genetics, vol 16. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-0620-8_2

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