Table 2 The change in evolutionary medicine resources and instruction over 10 years in North American medical schools
From: The status of evolutionary medicine education in North American medical schools
2003 | 2013 | Difference | |
|---|---|---|---|
Having any evolutionary biologists on the faculty | 16% | 43%a | +27% |
Devoting any curriculum hours to teaching evolution | 80% | 97%b | +17% |
Reporting that adding evolutionary content to the curriculum would arouse controversy | 11% | 48%c | +38% |
% Reporting coverage of…d | |||
Antibiotic resistance | 94% | 98%e | +4% |
Environmental mismatch | 30% | 94%e | +64% |
Tradeoffs | 26% | 90%e | +74% |
Pathogen virulence | 83% | 88%e | +5% |
Aging/Life-history theory | 19% | 82%f | +63% |
Defense regulation | 20% | 80%e | +60% |
Levels of selection | 51% | 70%f | +19% |
Anatomical flaws from path dependence | 17% | 67%e | +50% |
Proximate vs. evolutionary explanations of disease | 5% | 57%e | +52% |