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Unformatted text preview: recognize that these efforts are early; developing a selection of teaching materials will take time. Free webaccessible educational resources would be very helpful. Third, with curricula already overly full, and without evolutionary biologists on the faculty, few medical schools are positioned to take advantage of these opportunities. Strong leadership will be essential. Creating new courses and integrating cogent evolutionary examples into existing courses will also be essential. Time for needed new courses will have to come from existing courses, but it is dif cult to get disciplines to give up teaching time no matter how compelling the case for new content. Some initial implementations will likely be by dean’s decision, but perhaps some faculties will cooperate to take advantage of the opportunity. The incorporation of evolutionary content in existing courses, done well, should recruit support for nding time to give students the basics early in medical school. Fourth, we recommend that the impact of implemented changes be subject to rigorous investigation from the start. This ACKNOWLEDGMENTS. The Berlin Institute for Advanced Study sponsored much of the research reported here. 1. Futuyma D (2001) Evolution, science, and society. Am Nat 158 (Suppl 4):S1–S46. 2. Stearns SC, Hoekstra RF (2005) Evolution: An introduction (Oxford Univ Press, Oxford), 2nd Ed. 3. Futuyma DJ (2005) Evolution (Sinauer, Sunderland, MA). 4. Felsenstein J (2004) Inferring Phylogenies (Sinauer, Sunderland, MA). 5. Williams GC (1966) Adaptation and Natural Selection: A Critique of Some Current Evolutionary Thought (Princeton Univ Press, Princeton). 6. Wright S (1932) The roles of mutation, inbreeding, cross-breeding, and selection in evolution. 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