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Related Concept Videos

Genetic Screens02:46

Genetic Screens

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Genetic screens are tools used to identify genes and mutations responsible for phenotypes of interest. Genetic screens help identify individuals or a group of people at risk of developing  genetic diseases and help them with early intervention, targeted therapy, and reproductive options.
Forward genetic screens
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Human Genetics01:28

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Human genetics provides a profound framework for understanding the interplay between genetic predispositions and human psychology. At the heart of this discipline lies the study of how genes influence physical traits, behaviors, and susceptibility to diseases. Each person carries a unique genetic code that subtly or significantly shapes their psychological and behavioral landscape.
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Genetic Material01:20

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Within the human body, a complex and detailed system of trillions of cells works in unison to sustain life. Each cell houses a nucleus, which contains 46 chromosomes divided into 23 pairs. Chromosomes are highly coiled structures made of the genetic material DNA. These chromosomes are essential carriers of genetic information, with half inherited from the mother through her egg and the other half from the father's sperm, combining to create the unique genetic makeup of an individual.
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Genetic Variation01:25

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Genetic variation is the diversity in DNA sequences found among individuals of the same species. This diversity is crucial for a species' survival because it helps organisms adapt to environmental changes. Genetic variation begins with fertilization, where an egg and sperm cell merge. Each of these cells carries 23 chromosomes, up to 46 in the fertilized egg. Chromosomes are long DNA strands that contain genes, the basic units of heredity.
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Animal Mitochondrial Genetics02:59

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Among all the organelles in an animal cell, only mitochondria have their own independent genomes. Animal mitochondrial DNA is a double-stranded, closed-circular molecule with around 20,000 base pairs. Mitochondrial DNA is unique in that one of its two strands, the heavy, or H, -strand is guanine rich, whereas the complementary strand is cytosine rich and called the light, or L, -strand. Compared to nuclear DNA, mitochondrial DNA has a very low percentage of non-coding regions and is marked by...
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In Vivo Modeling of the Morbid Human Genome using Danio rerio
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A Case-Based Active Learning Session for Medical Genetics Resources.

Hana Anderson1, Amy C Studer2, Katharine N Holm3

  • 1Associate Professor, Department of Internal Medicine and Department of Cell Biology and Human Anatomy, University of California Davis School of Medicine.

Mededportal : the Journal of Teaching and Learning Resources
|April 5, 2021
PubMed
Summary
This summary is machine-generated.

First-year medical students gained confidence and skills in using medical genetics resources after an active learning session. This training is crucial for managing patients with genetic conditions and fostering lifelong learning in medical genetics.

Keywords:
Basic ScienceCase-Based LearningEvidence-Based MedicineFlipped ClassroomLifelong LearningMedical Genetics

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Area of Science:

  • Medical Education
  • Genetics and Genomics

Background:

  • Clinical applications of medical genetics are expanding, requiring non-genetics professionals to manage patients with genetic conditions.
  • Medical students need skills and confidence in using medical genetics resources for future practice.
  • There is a need to prepare medical students for managing genetic conditions.

Purpose of the Study:

  • To introduce first-year medical students to credible medical genetics resources.
  • To develop active learning materials for medical genetics education.
  • To enhance students' skills and confidence in utilizing medical genetics resources.

Main Methods:

  • A 2-hour session for 123 first-year medical students.
  • Combined flipped classroom and small-group collaborative case-based learning.
  • Included a preclass exercise on navigating the Online Mendelian Inheritance in Man (OMIM) website.
  • Applied information from resources to patient cases in small groups.

Main Results:

  • Post-session surveys indicated increased confidence in skills related to medical genetics resources.
  • Students showed a greater future intention to use medical genetics resources.
  • The session was effective regardless of students' prior exposure to these resources.

Conclusions:

  • The session served as a practical introduction to essential medical genetics resources for most students.
  • Equipping students with inquiry-oriented learning skills can foster lifelong learning in medical genetics.
  • Early training in utilizing medical genetics resources is vital for future medical professionals.