Brandon M Veremis, Luke Granberg, Vidya Ramaswamy, Vitaliy Popov, Margarita S Katser, Theodora E Danciu
Can peer feedback substitute for faculty feedback in predoctoral dental education?
Journal of dental education
teach human genetics matters social equity biology curriculum appears crucial locus intervention either reinforcing undermining students racial essentialist views mendelian genetic models dominating textbooks particularly combination racially inflected language sometimes used teaching monogenic disorders increase middle high school students racial essentialism opposition policies increase equity findings particular concern given increasing spread racist misinformation online misappropriation human genomics research white supremacists take advantage low levels genetics literacy general public encouragingly however teaching updated information geographical distribution human genetic variation complex multifactorial basis human traits reduces students endorsement racial essentialism genetics curriculum therefore key tool combating misinformation scientific racism describe framework example teaching materials teaching students key concepts genetics human evolutionary history human phenotypic variation undergraduate level framework flexibly applied biology anthropology classes adjusted based time availability goal provide undergraduatelevel instructors varying levels expertise set evidenceinformed tools teaching human genetics combat scientific racism including evolving set instructional resources well learning goals pedagogical approaches resources found httpsnotoliyilhz5 additionally hope generate conversation integrating modern genetics undergraduate curriculum light recent findings risks opportunities associated teaching genetics