24 BIOCHEMICAL EDUCATION January 1977 Vol. 5 No. 1

acids, their biosynthesis and the biosynthesis of proteins. I cannot believe that any student who had not learnt this subject in the more traditional way would derive much from this chapter. The depth of the presentation is extraordinarily varied from Dintzis and his double labelling of polypeptides, to reprints of Watson and Crick, and Hurwitz et al., to very elementary statements.

I found the book difficult to read for it is full of minor errors. The mispelling of the names of my famous friends is almost laughable and I would have thought that even a naive student would see the error in "In Cambridge, Wilkins concentrated on X-ray diffraction studies of nucleic acids", (page 12.5). Other statements, as in a description of Centrifugation (page 226), in which, it is stated that in zonal density gradient centrifugation equilibrium is reached, do not engender confidence.

No, I am not convinced that this is an effective way to teach but the author has some interesting ideas that may well be stimulating to teachers who are participating in integrated courses for students who have learnt some of the basics elsewhere.

P. N. Campbell

Biochemistry for Mmllml Studmts; a IbxJble s t m i ~ t - o r l m t e d A p p r o ~ h By D. Macqueen , D. A. Chignell , G. J . Du t ton and P. B. G a r l a n d . Pp. 20. Can be ob ta ined f rom the Associat ion for Medica l Educa t ion in Europe (AMEE) , 150b Per th Road, Dundee , DD1 4EA, Scotland. £1.20 including surface pos tage or £1.45 including a i rmai l postage.

This is a reprint of a paper which was published in Medical Education, 1976, 10, 418 and describes the experiences of the Teaching Staff of the Department of Biochemistry in the University of Dundee during a radical and suecosdul revision of their course for medical students. Readers may recollect that a short report was published in Biochemical Education, 1974, 2, 43 by D. A. Chigneli and D. Macqueen and entitled "Flexible learning methods in a pre- clinical biochemistry course - - an interim report". The present paper is a much more detailed one, written in the light of three years experience.

The changes introduced at Dundee originated from a realisation in 1972 that biochemistry was traditionally unpopular with medical students who had two specific complaints - - of a lack of relevance to medicine "the medical applications were not evident" and of the intricacy of the practical work, "the techniques would be of no use to a 'doctor'". The staff decided to make a fundamental change and to employ an audio-tutorial approach in place of the class practicals. They therefore transformed the practical laboratory into an audio-tutorial one by dividing it up into library, display and experimental areas and building eighteen carrels each containing a cassette tape recorder and headset, a slide projector, a screen, desk area and a lamp. The students' work in the audio-tutorial laboratory was based on eight units on different topics (e.g. diabetes, galactosaemia, etc.) for which unit workshects were provided, carrying notes and problems relevant to the appropriate tapes, a list of slides available, etc. Demonstrations to be studied and experiments to be performed were also listed.

The present paper describes the evolution of the course, the design of the laboratory and the nature of the learning aids and material provided, some details of the unit contents and the reaction of the staff and students to the whole idea. The operation of the audio-tutorial laboratory is discussed in relation to the two other components of the course - - the lectures and the tutorial sessions. Appendices to the paper list the titles of the 71 lectures given, some examples of lecture synopses and an example of learning objectives. Since the course was set up, some 150 visitors have gone to Dundee to see how it works and the authors discuss a number of points xalscd by visitors such as "Is there not a danger of this audio-tutorial system being very impersonal?" or "Is enough experience given to the students in practical manipulative techniques?" (The experimental tests made by the students are often simple and such as clinicians might have to do themselves or

they may illustrate assays that the clinician may require as a diagnostic aid.)

Further details of the course methods may be obtained by contacting the Department of Biochemistry at the University of Dundee and visitors will gladly be shown around if prior notice is given. It is clear that both the staff and students are very pleased with the new system and this paper should most certainly be studied by anyone dissatisfied with their traditional course and contemplating introducing changes along the lines indicated.

n. A. Kiiby

Statistics of Chemiemi Education, 1976 2nd edit ion. Compiled for the S tanding Commit tee on Careers t h rough Chemist ry of the Chemical Society. Can be ob ta ined from the Educa t ion Depar tmen t , The Chemical Society, Bur l ington House, London W l V 0BN, England . £3.00. Paperback .

This is a digest of statistics presented in graphical or histogram form showing the changing pattern over the past decade of the popularity of different subjects in the schools and universities in the United Kingdom. The more important statistics are concerned with the numbers of students taking O-levci and A-level examinations, applications for university entrance in various subjects and the numbers accepted by the universities. Those not too familiar with the educational system here might like to know that, broadly speaking, the intell ipnt boy or gh'l in F_msiand and Wales is most likely to take a public examination (run by independent examina. tion boards) at around the age of 16-17 in about eight subjects at the Ordinary level (O-level) and then to specialize for the next two years (sixth-form studies) and to take anotber examination in three subjects at the Advanced level (A-level). Then if he so wishes, he can apply to any five universities simultaneously by filling up a single form supplied by UCCA (Universities Central Council on Admissions) listing the degree subjects of his choice. Entrance is competitive and chances of being offered a place depend on a number of factors such as whether his chosen subject is an under- or over-subscribed one, on the standing of the universities he lists and in particular, on the grades he obtains in the A-level examinations. In recent years, medicine and veterinary science have attracted many more well-qualified applicants than there are places available so that the A-ievel grades demanded of entrants is the highest of any in the biological field and two thirds of the applicants fail to find places in these subjects although by a list minute switch they can often get accepted in other courses. Biochemistry Admission Officers usually expect to pick up some "frustrated medics" to fill any vacancies they have. A striking feature in the past decade has been the growing unpopularity of chemistry at the university level. The number of students applying has dropped seriously and the numbers admitted by universities has fallen from about 3,250 in 1967 to around 2,000 in 1974 so that most chemistry departments have places which they have been unable to fill through lack of suitable qualified applicants and in spite of some lowering in the standard of entrance requirements. Applications to study mathe- matics and physics have also dropped seriously during the past few years but there are now indlca~qns that the downward trend in these three subjects may have been r evved , while the number of applications for medicine has levelled off. Biochemistry seems to be in equilibrium as both the numbers a ~ g to take degrees in biochemistry and the numbers accepted to do so have been fairly steady and most suitably qualified students have found places and the admission officers have been satisfied with both the number and quality of recruits. Naturally, some univendties have been more difficult to get into than others, and this is reflected in differing A- level grades required.

Those interested in trends in science education in the U.K. will find this publication a useful guide. The Chemical Society hope that the facts presented will reinforce or destroy speculations and hearsay and be of value to those who advise young people about the study of chemistry and the employment prospects in it.

B. A. Kilby

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