Medical genetics teaching in Iranian medical schools, especially Ahvaz, south of Iran
Methods: In this descriptive research, the results of interviews with teachers
of medical genetics in 30 medical schools in Islamic Republic of Iran and
responses to a questionnaire by 125 medical students of Ahvaz Jundishapur
University of medical sciences, about presentation time, curricula and also
efficacy of medical genetics courses were analyzed. The interviews with
teachers were done on phone and the students’ comments were collected by a researcher-made questionnaire. The data were analyzed, using SPSS software, version 14.
Results: In two thirds of medical universities, medical genetics is taught in the third or fourth semester and in 5 universities in the fifth semester. 86% of the students believed that the quality of genetics courses is moderate and such courses are same as clinical manifestation of genetic disorders are benefitial to medical students.
Conclusion: This article suggests that medical genetics be offered in the
second or third period of medical education (physiopathology or stagger
period). Furthermore, in teaching such courses advanced educational methods (animation presentation, case-based learning, problem-based learning, etc.) should be used, together with simple genetic tests in laboratories, the visit of genetic patients in hospitals, and the genetics consult.
Keywords: Medical students, Education, Genetics, Questionnaires
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P ISSN: 2322-2220 E ISSN:2322-3561
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