Am. J. Hum. Genet. 47:753-758, 1990

INNOVATIONS IN HUMAN GENETICS EDUCATION Incorporation of Genetics into Problem-based Medical School Curriculum

a HUMAN GENETICS KEDUCATION

Ann E. Swinford and Douglas B. McKeag College of Human Medicine, Michigan State University, East Lansing

Summary There has been recent interest in the development of problem-based human genetics curricula in U.S. medical schools. The College of Human Medicine at Michigan State University has had a problem-based curriculum since 1974. The vertical integration of genetics within the problem-based curriculum, called "Track II," has recently been revised. On first inspection, the curriculum appeared to lack a significant genetics component; however, on further analysis it was found that many genetics concepts were covered in the biochemistry, microbiology, pathology, and clinical science components. Both basic science concepts and clinical applications of genetics are covered in the curriculum by providing appropriate references for basic concepts and including inherited conditions within the differential diagnosis in the cases studied. Evaluations consist of a multiple-choice content exam and a modified essay exam based on a clinical case, allowing evaluation of both basic concepts and problem-solving ability. This curriculum prepares students to use genetics in a clinical context in their future careers. Introduction

Recently we have revised the genetics component of the problem-based medical school curriculum, referred to as the "Track II" curriculum, at Michigan State University. Track II is part of the preclinical education curriculum. The College of Human Medicine preclinical curriculum is broken into two phases. Phase I consists of the first quarter of instruction and is taken by all students. It is a "front loading" of anatomy, histology, embryology, and behavioral science. In the Phase I curriculum there is one focal problem called "perinatal medicine" which briefly covers amniocentesis for advanced maternal age and Down syndrome. The remaining five quarters of the first 2 years of basic science inReceived May 15, 1990. Address for correspondence: Ann Swinford, College of Human Medicine, Pre-Clinical Curriculum, Life Sciences Building, Michigan State University, East Lansing, MI 48824. o 1990 by The American Society of Human Genetics. All rights reserved. 0002-9297/90/4704-0025$02.00

struction are referred to as "Phase I." In Phase II, the students choose between the traditional curriculum, Track I, and the problem-based curriculum, i.e., Track II, described below. Students are encouraged to choose the curriculum which is consistent with their learning styles, and generally about one-quarter ofthe class elects the Track II option. The rationale of the Track II curriculum is to incorporate the basic science material into various "focal problems;' thus spreading it over 2 years. This arrangement ideally allows each discipline to lay down a foundation and help the students gradually build a knowledge base. Previously genetics had been covered in only two focal problems, which did not allow the students to master basic concepts before moving on to difficult ones. In the new genetics component we successfully incorporated basic scientific concepts and clinical information across all focal problems. This incorporation has alleviated a notable deficiency and has helped the students recognize the importance of genetic etiology of both common and rare diseases. 753

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