A student experience-based teaching to improve the understanding of genotype-phenotype relationship in classroom teaching of medical genetics

With the better understanding of human genome and genetic contributions to complex diseases, more clinical tests have been developed for prevention, diagnosis, treatment diseases. This has raised new challenges classroom teaching medical genetics (MG) in education undergraduates, who are relatively naive about theory technology MG. A clear genotype-phenotype relationships is critical MG learning. In current study, we incorporated a practical approach by using alcohol tolerance, phenotype that widely experienced students closely related polymorphism. To verify this approach, which named as student experience-based (SEBT), undergraduates two classes were recruited, with one accepting SEBT other conventional lecture-based (LBT). Final examination course indicated while showed similar results multiple-choice questions, class significantly performance short-answer questions gene polymorphism phenotype, suggesting might improve understanding. Thus, phenotypic instances explaining could teaching.