A Student Experience-Based Teaching to Improve the Understanding of Genotype-Phenotype Relationship in Classroom Teaching of Medical Genetics

Autor/inn/en	Liang, Liang; Yan, Xian-Chun; Cao, Xiu-Li; He, Lin; Zheng, Min-Hua; Qin, Hong-Yan; Han, Hua
Titel	A Student Experience-Based Teaching to Improve the Understanding of Genotype-Phenotype Relationship in Classroom Teaching of Medical Genetics
Quelle	In: Journal of Biological Education, 57 (2023) 3, S.555-565 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liang, Liang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1933132
Schlagwörter	Genetics; Medical Education; Undergraduate Students; Experiential Learning; Lecture Method; Instructional Effectiveness; Scientific Concepts; Concept Formation; Drinking; Metabolism; Foreign Countries; China + Suchen Sie Ihr Suchwort? Humangenetik; Medizinische Ausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtserfolg; Concept learning; Begriffsbildung; Trinken; Stoffwechsel; Ausland
Abstract	With the better understanding of human genome and genetic contributions to human complex diseases, more and more clinical genetic tests have been developed for the prevention, diagnosis, and treatment of human diseases. This has raised new challenges to classroom teaching of medical genetics (MG) in medical education of undergraduates, who are relatively naive about the theory and technology of MG. A clear understanding of genotype-phenotype relationships is critical in MG learning. In the current study, we incorporated a practical approach of classroom MG teaching by using alcohol tolerance, a phenotype that is widely experienced by students and closely related to genetic polymorphism. To verify this teaching approach, which we named as student experience-based teaching (SEBT), undergraduates of two classes were recruited, with one accepting SEBT and the other accepting conventional lecture-based teaching (LBT). Final examination of the MG course indicated that while the two classes showed similar results to multiple-choice questions, the SEBT class showed significantly better performance to short-answer questions about gene polymorphism and phenotype, suggesting that SEBT might improve understanding. Thus, using student experience-based phenotypic instances and explaining the phenotype by practical genetic tests could improve understanding of genotype-phenotype relationships in classroom MG teaching. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01