Abstract The problem of what to include or exclude in designing a modern biochemistry course is becoming increasingly difficult to resolve. In this article, I suggest that the focus on which topics are to be covered is misplaced. Since factual information is rapidly forgotten, whereas skills can be retained, students would be better served if we designed our courses around those skill sets we desire our students to learn. © 2001 IUBMB. Published by Elsevier Science Ltd. All rights reserved.
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