ABSTRACT
1) We conducted a randomized controlled trial in medical education area and explored practical issues through reflection on the processes.<br>2) In February 2007, 39 fourth-year medical students in Nippon Medical School listened to the lecture about how to ask key questions for the diagnosis. Shortly after they had medical interview with a standardized patient for measurement purpose. They were randomly allocated to study and control groups. The lecture content for the intervention group corresponded to the interview but the one for the control group did not correspond to the interview.<br>3) We identified the issues related with ethical review for research, how to mask the information of randomization out of assessors, and equity of educational intervention and assessment offered to both groups.
ABSTRACT
Our present study investigated DNA sequence analysis of Human Papillomavirus (HPV) typc-33 in sexually active women. In present study 22 HPV-33 positive Endocervical specimens were obtained by use of Polymerase Chain Reaction (PCR), from total 500 participants, and further analyzed by DNA sequencing of the Long Control Region (LCR), E6 and E7 genes. For the genes LCR and E6 13 samples, for the gene E7 all 22 HPV-33 positive samples were sequenced by Applied Biosystcms. All 22 HPV-33 positive participants were Mongolian nationality. Most common Non-prototype-Likc variant in LCR is HPV-33 LCR-17 (11/13). one HPV-33 LCR-5 (1/13), and only one Prototype was found (1/13). In the E6, 12 samples were variant 33-E6-6 (12/13), and one prototype was found. lntheE7, 13 Prototype (13/22), 11 Non-prototype-Like variants were found. From the sequence result of gene sites in LCR, E6 and E7 most common HPV-33 variant in Mongolia is MN-17-6-0 (10/13), HPV-33 MN-0-6-0 (1/13), HPV-33 MN-5-6-0 (1/13) and one Montreal variant were found HPV-33 MT-17-0-0 (1/13). We identified 3 new variants of 11PV-33 which we called MN (Mongolia). From sequence result in 3 sites of genes, LCR is more variable compare with E6 and E7. F.6 were variable compare with E7. ' ' Health Sciences University of Mongolia, Ulaanhaatar, Mongolia 4,6 Department of Biochemistry and Molecular Biology, Nippon Medical School, Tokyo. Japan
ABSTRACT
Advances in genetic medicine has rapidly been applied to clinical practice. However, many medical students have not studied biology or genetics in high school. There is little chance to think in Japan medical education about how to treat genetic information appropriately in the setting of clinical medicine. The timing and contents of a clinical genetics education program in medical school has hardly been discussed in Japan. This paper discusses the clinical genetics educationduring the medical-science and clinical-medicine stages at Nippon Medical School.<BR>1) An exercise on information gathering and role-play (for 180 minutes) about color vision deficiency were performed during the second-year molecular genetics course.<BR>2) A clinical genetics course (45 minutes 18 classes) in the fourth year was started in 2002 as a part of an integrated medical curriculum with courses classified by organ system.<BR>3) This clinical genetics course included systematic lectures for knowledge acquisition, lectures by patient support groups, exercises in drawing pedigrees, role-play, and discussions of ethical issues. Students evaluated this course favorably.<BR>4) Some topics in clinical genetics can be effectively presented at an early stage of medical education as part of an introduction to medicine. To maximize the educational effects and increase the possibility that students understand the importance of medical genetics, clinical genetics education in medical school will be performed after the student have grasped a basic understanding of diseases through lectures about clinical subjects.
ABSTRACT
Because of the rapid progress in genetic research, only a small part of what is known about clinical genetics is taught in medical schools. At Nippon Medical School a clinical genetics course for fourth-year students started in October 2002. In the present study, we used a questionnaire to investigate how well second-year medical school students understand clinical genetics. The results of the questionnaire suggested that many students are confused about basic concepts in clinical genetics, such as the differences between inherited disease and diseased caused by genetic disorders and between hereditary and chromosomal disorders and also suggested that education in clinical genetics is needed in medical schools. In the United States, guidelines for teaching genetics in medical schools have been established. However, in Japan, considering the lack of consensus about medical genetics terminology, to disseminate correct knowledge about clinical genetics, the present situation of medical genetics education in medical schools must be clarified, and various other measures, such as establishing what information should be taught, should be carried out.