This article describes the development and assessment of a Nutritional Genomics course, designed to be held in a regular classroom during normal class periods, with few extra costs to the students or the department. The course was run as an upper‐level undergraduate and lower‐level graduate student course. Student taking the course spent 11 weeks learning and then 4 weeks using various in silico methods to independently characterize genes of interest in the field. During the last 4 weeks of the course, students combined their methods to test a hypothesis they generated about a gene they have not yet studied and completed a final report in the form of a journal article. Two students have published or are in the process of publishing work from their final project. Validated surveys of genetic knowledge given at least 6 months following the course indicated a very high level of genetic knowledge retainment, and favorable attitudes toward genetics testing and medical use of genetics. Finally, self‐perceived critical thinking skills were high, and students indicated that they perceived these skills to be gained by their participation in the course. Materials and syllabus provided in the manuscript makes this CURE easily transferrable to other disciplines.

中文翻译：

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适用于多学科的低成本、基于计算机营养基因组学课程的本科研究经验

本文描述了营养基因组学课程的开发和评估，该课程旨在在正常课堂期间在常规课堂上进行，对学生或部门几乎没有额外费用。该课程作为高年级本科生和低年级研究生课程运行。参加本课程的学生学习了 11 周，然后 4 周使用各种计算机方法独立表征该领域感兴趣的基因。在课程的最后 4 周，学生们结合他们的方法来测试他们对尚未研究的基因产生的假设，并以期刊文章的形式完成了最终报告。两名学生已经发表或正在发表他们最终项目的作品。课程结束后至少 6 个月进行的遗传知识验证调查表明，遗传知识的保留水平非常高，并且对遗传学测试和遗传学的医学应用持积极态度。最后，自我感知的批判性思维技能很高，学生表示他们认为这些技能是通过参与课程获得的。手稿中提供的材料和教学大纲使这个 CURE 可以很容易地转移到其他学科。