Author
Department of Genetics, school of medicine, Ahvaz Jundishapur University of Medical Sciences, Golestan Blv. Ahvaz, Khozestan, IR. of Iran
Abstract
Introduction: Physicians have to visit, diagnose and refer patients with genetic disorders, so they need to be familiar with the basics and indications of genetic tests. In other words, they should have effective theoretical and practical knowledge about medical genetics before they do their job. Medical genetics courses at Medical Universities of Iran are generally presented as a theoretical subject in the first period of medical education.Methods: In this descriptive research, the results of interviews with teachersof medical genetics in 30 medical schools in Islamic Republic of Iran andresponses to a questionnaire by 125 medical students of Ahvaz JundishapurUniversity of medical sciences, about presentation time, curricula and alsoefficacy of medical genetics courses were analyzed. The interviews withteachers 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 thesecond or third period of medical education (physiopathology or staggerperiod). 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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