Bodurtha J N, Townsend J I, Proud V K, Nance W E
Am J Med Genet. 1986 Jul;24(3):505-11. doi: 10.1002/ajmg.1320240313.
An educational module is described in which first-year medical students were assigned different entries from the 1983 edition of McKusick's Mendelian Inheritance in Man to revise and update. Following review and discussion in small group sections, the entries were reproduced to provide each student with an updated compendium of the selected genetic disorders. The important principles of Mendelian inheritance could be readily illustrated by the entities assigned to each discussion group. Students learned to use the library and how to understand and integrate clinical and experimental papers. More than half the students reported spending 11-20 h to complete the assignment and reviewed from six to ten articles in detail. The caliber of the entries was found to be significantly correlated with the time students reported they spend on the exercise, but not with the number of papers reviewed, prior knowledge of the disease entity, the frequency of dictionary usage, or undergraduate exposure to genetics.
本文描述了一个教育模块，在该模块中，一年级医学生被分配了1983年版麦库西克的《人类孟德尔遗传》中的不同条目进行修订和更新。在小组讨论环节进行回顾和讨论后，这些条目被重新整理，为每个学生提供一份所选遗传疾病的更新简编。孟德尔遗传的重要原则可以通过分配给每个讨论小组的实体很容易地得到说明。学生学会了使用图书馆以及如何理解和整合临床和实验论文。超过一半的学生报告说花费11 - 20小时完成作业，并详细阅读了6至10篇文章。发现条目的质量与学生报告的完成练习所花费的时间显著相关，但与阅读的论文数量、对疾病实体的先验知识、使用词典的频率或本科阶段接触遗传学的情况无关。
