NDLI: Instructors' Practices in and Attitudes Toward Teaching Ethics in the Genetics Classroom

Content Provider	PubMed Central
Author	Booth, Joan M. Garrett, Jinnie M.
Copyright Year	2004
Abstract	There is strong consensus among educators that training in the ethical and social consequences of science is necessary for the development of students into the science professionals and well-rounded citizens needed in the future. However, this part of the curriculum is not a major focus of most science departments and it is not clear if, or how, students receive this training. To determine the current status of bioethics education of undergraduate biology students in the United States, we surveyed instructors of introductory genetics. We found that there was support for more ethics education both in the general curriculum and in the genetics classroom than is currently being given. Most instructors devote <5% of class time to ethical and social issues in their genetics courses. The majority feels that this is inadequate treatment of these topics and most cited lack of time as a major reason they were unable to give more attention to bioethics. We believe biology departments should take the responsibility to ensure that their students are receiving a balanced education. Undergraduate students should be adequately trained in ethics either within their science courses or in a specialized course elsewhere in the curriculum.
Related Links	http://dx.doi.org/10.1534/genetics.103.023077
Starting Page	1111
File Format	PDF
ISSN	00166731
Journal	Genetics
Issue Number	3
Volume Number	168
Language	English
Publisher	Genetics Society of America
Publisher Date	2004-11-01
Access Restriction	Open
Rights Holder	Genetics Society of America
Subject Keyword	Research in Higher Education
Content Type	Text
Resource Type	Article
Subject	Genetics

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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