Genetics Content in Introductory Biology Courses for Non-Science Majors: Theory and Practice

The increasing importance of genetics in our daily lives requires greater attention to the study of genetics in our educational system. To understand the significance of the rough draft of the human genome, the related benefits and risks of gene therapy, and the increasing complexity of gene–gene and gene–environment interactions, the public must understand basic principles of genetics, including human genetics. The National Science Education Standards, developed by the National Research Council, recommend that the concept of inheritance be introduced in grades kindergarten (K)–4 and the basic principles of heredity and genes in grades 5–8. The standards for grades 9–12 concentrate on the molecular basis of inheritance, including DNA structure and function, genetic change, and variation (NRC 1996). No similar benchmarks exist for the genetics and human genetics curricula offered at collegiate institutions. Medical schools have received more attention in this regard than have college and university undergraduate courses. Twenty years ago, a noteworthy study of 103 of the 107 medical schools then operating in the United States analyzed the medical genetics courses in terms of content, duration, responsible department, and primary discipline of the instructor (Childs et al. 1981). The authors concluded that human genetics had not found a comfortable niche in medical schools. Shortly thereafter, Goodman (1982) suggested implementation of a core curriculum in genetics and clinical genetics and further proposed establishment of a Genetics Education Task Group to coordinate the process. Much later, in 1995, the Information and Education (I&E) Committee of the American Society of Human Genetics (ASHG) submitted a report outlining a core curriculum in medical genetics for medical school (Friedman et al. 1995).