The December 2011 Evolution Education and Outreach is a Special Issue devoted to Evolution and Medicine, edited by Kristin Jenkins and Micheal Antolin. A link to the special issue is here. Some articles are available on the author’s personal websites.
Evolution: Education and Outreach. Volume 4 Number 4 (Dec 2011)
Guest Editors: Kristin Jenkins and Michael F Antolin
Editorial by Niles Eldredge and Gregory Eldredge
Evolution and Medicine by Kristin P. Jenkins and Michael F. Antolin
Diagnosis: Evolution by Thomas R. Meagher
Evolutionary Medicine and the Medical School Curriculum: Meeting Students Along Their Paths to Medical School by Jay B. Labov
Enhancing the Teaching of Evolution in Public Health by Gilbert S. Omenn
A Clinical Perspective in Evolutionary Medicine: What We Wish We Had Learned in Medical School by Joe Alcock and Mark D. Schwartz
Developing a Curriculum for Evolutionary Medicine: Case Studies of Scurvy and Female Reproductive Tract Cancers by Tatjana Buklijas, Felicia M. Low, Alan S. Beedle and Peter D. Gluckman
Evolution and Medicine: An Inquiry-Based High School Curriculum Supplement by Paul M. Beardsley, Molly A. M. Stuhlsatz, Rebecca A. Kruse, Irene A. Eckstrand and Shefa D. Gordon, et al.
On Designing Courses in Evolutionary Medicine by Stephen C. Stearns
Evolution, Medicine, and the Darwin Family by Michael F. Antolin
How Cancer Shapes Evolution and How Evolution Shapes Cancer by Matias Casás-Selves and James DeGregori
The Double-Edged Sword: How Evolution Can Make or Break a Live-Attenuated Virus Vaccine by Kathryn A. Hanley
Evolutionary Medicine: A Key to Introducing Evolution by W. Eric Meikle and Eugenie C. Scott
Why Don’t People Think Evolution Is True? Implications for Teaching, In and Out of the Classroom by Warren D. Allmon
What Do Experts and Novices “See” in Evolutionary Problems? by Ross H. Nehm and Judith Ridgway
Freshman Undergraduate Biology Students’ Difficulties with the Concept of Common Ancestry by Brian T. White and Steven Yamamoto
Education Is Life Itself: Biological Evolution as a Model for Human Learning by Paul Grobstein and Alice Lesnick
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