Science

Medical school admissions requirements and the Medical College Admissions Test (MCAT) are hindering change in the undergraduate biology curriculum and should be reexamined in light of the recommendations in this report. Innovation in undergraduate biology education is constrained by medical school admission requirements and specifically by the MCAT exam. The committee recommends that an independent review of medical school admission requirements and testing be conducted in light of the rapidly changing nature of biological and biomedical research, and the consequent need to transform undergraduate science education. The curricular demands placed on undergraduate programs by students who want to score

Continue Reading Harmonizing The Undergraduate Science Education Of Future Graduate Students

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An introduction to dual of every life scientist. ” Except in specialized cases (particular research or policy interests), this education should be incorporated within broader coursework and training rather than carried out via stand-alone courses. Appropriate channels include biosafety, bioethics and research ethics, and professional standards (i. e. , RCR), as well as inclusion of examples of research with dual use potential in general life sciences courses. ” Insights from research on learning and effective teaching should inform development of materials, approaches to teaching students, and to preparing faculty. Specific Actions Achieving the broad goal of making dual use

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The ideas presented here for transforming the undergraduate education of life science majors are demanding, but the committee believes that significant change is realizable within this decade if these recommendations are acted upon. Reform will require concerted action by faculty, administrators, professional societies and other educational organizations, foundations, industry, and government. The process begins with faculty and administrators. The committee urges each academic institution to critically review how it educates its future biologists. Departmental retreats are a good setting for an initial examination of current educational objectives, practices, and outcomes. The circle should eventually be broadened by inviting faculty

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In Mav 2000, Matthew Meselson, an issue related to biological weapons, leading figure in the life sciences on issues related to biological weapons, offered a warning at the annual meeting of the U. S. National Academy of Sciences. Every major technology-metallurgy, explosives, aviation, electronics, nuclear energy has been internal combustion, intensively exploited, not only for peaceful purposes but also with biotechnology, certain to for hostile ones. Must this also be a dominant technology of the next century? During the century just modify fundamental life processes continues its rap in, as our ability to aid advance, we will ways to

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That these issues are both ethical and best framed in abstract or general ways has a significant impact on the way education in social responsibility of science is conducted. Any training or education that arises out of this theoretical groundwork, because of its contingency, also needs to focus on the general and abstract moral duties in play, rather than context-specific obligations. This may be reflected in the distinctions among various kinds of codes to govern scientific conduct. Aspirational codes (often designated as ‘codes of ethics’) set out ideals that practitioners should uphold, such as standards of research integrity, honesty,

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