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Mu S, Hu J, Liu F, Zhao C, Sun Y. New innovations and educational process in undergraduate neurology education in blended learning. Postgrad Med 2023; 135:551-561. [PMID: 37428007 DOI: 10.1080/00325481.2023.2234273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2022] [Accepted: 07/05/2023] [Indexed: 07/11/2023]
Abstract
Many undergraduate students suffer from 'neurophobia,' which refers to a lack of knowledge or confidence in neurology, and this can influence their career choices. Various measures have been taken to address this issue, including the implementation of new technologies and methodologies. Significant advancements have been made in the development of blended learning, and the integration of student-centered learning modules, multimedia, and web-based devices has become a common teaching approach. Nonetheless, the optimal delivery form, as well as assessment for the selected learning format and teaching quality in both theory and clinical practice, are being investigated. The purpose of this review is to provide a summary of the current understanding of blended learning as well as innovative methods, technologies, and assessments of undergraduate neurology education. It aims to highlight opportunities for implementing a novel, comprehensive learning model with a suitable blended learning method within a framework of customized technology-assessment processes for future neurology classes, encompassing both theoretical and clinical training.
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Affiliation(s)
- Siyu Mu
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
| | - Jingman Hu
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
| | - Fangxi Liu
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
| | - Chuansheng Zhao
- Department of Neurology, The First Affiliated Hospital of China Medical University, Shenyang, China
- Stroke Center, The First Hospital of China Medical University, Shenyang, China
| | - Yefei Sun
- Department of Gastrointestinal Surgery & Hernia and Abdominal Wall Surgery, The First Affiliated Hospital of China Medical University, Shenyang, China
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Sandrone S, Ntonia I. Exploring the identity development of the budding neuroscientist at postgraduate level: a mixed-method study with perspectives from alumni and academics. BMC MEDICAL EDUCATION 2022; 22:746. [PMID: 36307793 PMCID: PMC9615628 DOI: 10.1186/s12909-022-03758-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Accepted: 09/13/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Neuroscience represents one of the most exciting frontiers in scientific research. However, given the recency of neuroscience as a discipline, its inter- and multi-disciplinary nature, the lack of educational research on brain science training, the absence of a national or global benchmark and the numerous neuroscience subfields, the development of the academic neuroscientist identity across career stages remains obfuscated. Neuroscience is not predominantly taught at the undergraduate level but presents as a postgraduate specialism, accepting graduates from a wide range of primary disciplines. METHODS This work represents the first mixed-method study exploring the development of the neuroscientist identity at the postgraduate level at a high-ranking, research-intensive UK University. It combines responses from standardised self-efficacy and professional identity questionnaires and qualitative data from nineteen semi-structured interviews with alumni and academics. RESULTS Key findings on influences, identity transitions, curricular skills and sense of belonging have been discussed. The results obtained can be mapped against the theoretical framework proposed by Laudel and Gläser in 2008, although some minor changes to the model have been suggested. DISCUSSION Implementing active learning strategies and experiential assessments, designing mentoring opportunities and creating spaces for interaction can favour the transition from students to neuroscientists and contribute to an inclusive and diverse neuroscientific community.
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Affiliation(s)
- Stefano Sandrone
- Department of Brain Sciences, Faculty of Medicine, Imperial College London, London, UK.
| | - Iro Ntonia
- Centre for Higher Education Research and Scholarship (CHERS), Imperial College London, London, UK
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Mosene K, Heitmann H, Pötter D, Schmidt-Graf F. New concepts in neurology education: successful implementation of flipped classroom lectures. Neurol Res Pract 2022; 4:31. [PMID: 35934701 PMCID: PMC9358101 DOI: 10.1186/s42466-022-00196-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Accepted: 05/31/2022] [Indexed: 11/22/2022] Open
Abstract
In order to inspire and attract young people to Neurology, we must offer high-quality and attractive teaching! To improve neurological education at our Medical School (Technical University of Munich), we converted the main lecture into an e-learning concept using a flipped classroom model. Students had to prepare with a video and a text as well as answering multiple choice questions before each lecture. As a further incentive, students with ≥ 80% right answers in multiple choice questions received a bonus for the final exam. During the lectures, predominantely patient cases were discussed to apply, improve and enhance the previously acquired knowledge. The realignment of the main lecture in Neurology into a flipped classroom model was very successful and was further optimized in the following semesters based on the evaluations obtained for the new concept. Moreover, this enabled us to quickly switch to remote teaching during the COVID-19 pandemic, while still offering lectures of high quality. In addition, this new teaching concept attracts students for Neurology. Furthermore, the exemplary conversion of the Neurology main lecture to a flipped classroom concept also serves as best practice and motivation to adapt other courses in our faculty and far beyond.
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Usability of Memes and Humorous Resources in Virtual Learning Environments. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12030208] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
This research consists of a quantitative analysis of the perspective of a group of university professors from different areas of knowledge and from 19 different Latin American countries on the use of humor and memes in virtual learning environments (VLEs) in higher education. The data have been obtained from an own-design survey, and the answers have been analyzed in a descriptive and inferential way with the aim of knowing the opinion of the 401 participants (professors) about the didactic effectiveness of humor and the benefits and employability of memes in virtual classrooms. The analysis differentiates the sample by the professors’ area of knowledge as the main variable, and by gender, age and teaching experience. As results, the participants give a high evaluation of humorous didactic resources, particularly memes, although the evaluation of their usability in the classroom is intermediate. In this sense, it is shown that the area of knowledge has a significant influence on opinions in this regard.
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Teichgräber U, Mensel B, Franiel T, Herzog A, Cho-Nöth CH, Mentzel HJ, Ingwersen M, Aschenbach R. Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison. BMC MEDICAL EDUCATION 2021; 21:611. [PMID: 34893082 PMCID: PMC8664666 DOI: 10.1186/s12909-021-03061-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Accepted: 11/30/2021] [Indexed: 06/10/2023]
Abstract
BACKGROUND In the time of the coronavirus disease 2019 (COVID-19) pandemic, in-person lectures had to be shifted to online learning. This study aimed to evaluate students' and lecturers' perception and effectiveness of a virtual inverted classroom (VIC) concept on clinical radiology in comparison to a historic control. METHODS In the winter semester 2020/21, 136 fourth year medical students who completed the clinical radiology VIC during the pandemic, were included in the single centre, prospective study. Results were compared with a historic control that had finished the physical inverted classroom (PIC) in the immediately preceding year. The VIC consisted of an initial phase of self-determined preparation with learning videos and a second interactive phase of clinical case studies alternating between the virtual lecture hall and virtual buzz groups. At the end of the lecture series, students rated the lecture on a scale of 1 (most positive assessment) to 6 (most negative assessment) through an online survey platform. Additionally, they reported their impressions in free-form text. Lecturers were invited to comment on the VIC in a group interview. Main outcomes were final grades and student perception of the VIC. RESULTS Students' general impression of VIC was lower than that of PIC (median value of 3 [IQR 4, 2] and 1 [IQR 0, 0], p < 0.001), respectively, p < 0.001). The highest rating was achieved concerning use of the audience response system (median 1 [IQR 1, 0]), and the lowest concerning the buzz groups (median 4 [IQR 5, 3]). Students stated that they would have appreciated more details on reading images, greater focus on plenary case studies, and provision of exam related scripts. Lecturers would have liked better preparation by students, more activity of students, and stronger assistance for group support. Exam grades after VIC were better than after PIC (median 1 [IQR 2, 1] and 2 [IQR 2,1], respectively, p < 0.001). CONCLUSIONS Students' overall perception of VIC was satisfactory, although worse than PIC. Final grades improved compared to PIC. Provided an adapted buzz group size and support, VIC may serve as complement in medical education once the pandemic is over.
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Affiliation(s)
- Ulf Teichgräber
- Office of the Dean, Faculty of Medical Education, Friedrich Schiller University, Jena University Hospital, Jena, Germany.
- Department of Radiology, Friedrich Schiller University, Jena University Hospital, Jena, Germany.
| | - Birger Mensel
- Department of Radiology, Zentralklinikum Bad Berka, Bad Berka, Germany
| | - Tobias Franiel
- Department of Radiology, Friedrich Schiller University, Jena University Hospital, Jena, Germany
| | - Aimée Herzog
- Department of Radiology, Friedrich Schiller University, Jena University Hospital, Jena, Germany
| | - Chie-Hee Cho-Nöth
- Department of Radiology, Friedrich Schiller University, Jena University Hospital, Jena, Germany
| | - Hans-Joachim Mentzel
- Department of Radiology, Friedrich Schiller University, Jena University Hospital, Jena, Germany
| | - Maja Ingwersen
- Department of Radiology, Friedrich Schiller University, Jena University Hospital, Jena, Germany
| | - René Aschenbach
- Department of Radiology, Friedrich Schiller University, Jena University Hospital, Jena, Germany
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Nathaniel TI, Goodwin RL., Fowler L, McPhail B, Black AC. An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid-19 Pandemic. ANATOMICAL SCIENCES EDUCATION 2021; 14:699-710. [PMID: 33915035 PMCID: PMC8239699 DOI: 10.1002/ase.2097] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Revised: 03/31/2021] [Accepted: 04/24/2021] [Indexed: 05/07/2023]
Abstract
The implementation of an integrated medical neuroscience course by technologically pivoting an in-person neuroscience course to online using an adaptive blended method may provide a unique approach for teaching a medical neuroscience course during the Covid-19 pandemic. An adaptive blended learning method was developed in response to the requirements necessitated by the Covid-19 pandemic. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a medical neuroscience course for year one medical students. This approach provided medical students with an individually customized learning opportunity in medical neuroscience. The students had the complete choice to engage the learning system synchronously or asynchronously and learn neuroscience materials at different locations and times in response to the demands required to deal with the pandemic. Students' performance in summative and formative examinations of the adaptive blended learning activities were compared with the previous performance obtained the previous year when the contents of the medical neuroscience course were implemented using the conventional "face-to-face" learning approach. While the cohort of our students in 2019 and 2020 changed, the contents, sessions, volume of material, and assessment were constant. This enabled us to compare the results of the 2019 and 2020 classes. Overall, students' performance was not significantly different between the adaptive blended learning and the in-person approach. More students scored between 70% and 79% during the adaptive blended learning compared with in-class teaching, while more students scored between 80% and 89% during the in-person learning than during the adaptive blended learning. Finally, the percentage of students that scored >90% was not significantly different for both Years 2019 and 2020. The adaptive blended learning approach was effective in enhancing academic performance for high-performing medical students. It also permitted the early identification of underachieving students, thereby serving as an early warning sign to permit timely intervention.
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Affiliation(s)
- Thomas I. Nathaniel
- Department of Biomedical SciencesSchool of Medicine GreenvilleUniversity of South CarolinaGreenvilleSouth Carolina
| | - Richard L . Goodwin
- Department of Biomedical SciencesSchool of Medicine GreenvilleUniversity of South CarolinaGreenvilleSouth Carolina
| | - Lauren Fowler
- Department of Biomedical SciencesSchool of Medicine GreenvilleUniversity of South CarolinaGreenvilleSouth Carolina
| | - Brooks McPhail
- Department of Biomedical SciencesSchool of Medicine GreenvilleUniversity of South CarolinaGreenvilleSouth Carolina
| | - Asa C. Black
- Department of Biomedical SciencesSchool of Medicine GreenvilleUniversity of South CarolinaGreenvilleSouth Carolina
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Qianqian Y, Chunhui L, Xun H, Anhua W, Yuhua C, Yaowang W, Pengcheng Z. Knowledge of occupational exposure to HIV among healthcare workers in college campus clinics and tertiary hospitals. AIDS Care 2021; 34:388-391. [PMID: 34554858 DOI: 10.1080/09540121.2021.1981815] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
As the number of college students infected with the human immunodeficiency virus (HIV) has increased significantly in China, the risk of occupational exposure to HIV among healthcare workers (HCW) in college campus clinics has also increased. Our study aimed to evaluate the awareness of HCWs in terms of preventing occupational HIV exposure in college campus clinics compared with HCWs in tertiary hospitals. This cross-sectional study was conducted in nine provinces in China from September to October 2019 (10 college campus clinics, 7 tertiary hospitals). The study's response rate was recorded to be at 87.62% (184 of 210). The knowledge score of HIV among all HCWs was determined to be generally low (67.17 ± 11.17 points), and that of college campus clinics and tertiary hospitals showed no significant difference (66.36 ± 10.36 vs. 67.63 ± 11.61 points, P=0.463). Overall, HCWs in both college campus clinics and tertiary hospitals showed inadequate knowledge regarding occupational HIV exposure. Training for the prevention of occupational HIV exposure should be strengthened in both medical institutions.
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Affiliation(s)
- Ye Qianqian
- Department of Pharmacy, Xiangya Hospital, Central South University, Changsha, People's Republic of China
| | - Li Chunhui
- Infection Control Center, Xiangya Hospital, Central South University, Changsha, People's Republic of China
| | - Huang Xun
- Infection Control Center, Xiangya Hospital, Central South University, Changsha, People's Republic of China
| | - Wu Anhua
- Infection Control Center, Xiangya Hospital, Central South University, Changsha, People's Republic of China
| | - Chen Yuhua
- Hunan Xiangya Medical Journal Limited Company, Xiangya Hospital, Central South University, Changsha, People's Republic of China
| | - Wang Yaowang
- Infection Control Center, Xiangya Hospital, Central South University, Changsha, People's Republic of China
| | - Zhou Pengcheng
- Infection Control Center, Xiangya Hospital, Central South University, Changsha, People's Republic of China.,Department of Infectious Diseases and Infection Control Center, The third Xiangya Hospital, Central South University, Changsha, People's Republic of China
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Sandrone S, Albert DVF, Dunham SR, Kraker J, Noviawaty I, Palm M, Kushlaf H. Training in Neurology: How Lessons Learned on Teaching, Well-being, and Telemedicine During the COVID-19 Pandemic Can Shape the Future of Neurology Education. Neurology 2021; 96:e3007-e3010. [PMID: 33910943 PMCID: PMC8253563 DOI: 10.1212/wnl.0000000000012010] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023] Open
Abstract
The COVID-19 pandemic has a disruptive effect on neurology education, necessitating creative adjustments in the delivery of education, clinical training, and well-being. In this article, a group of educators reflects on challenges and lessons learned on teaching, well-being, and telemedicine, and how these can shape the future of neurology education. Developing standardized, rigorous evaluation of teaching methods and telemedicine, reinforcing well-being resources, and promoting international educational collaborations can improve neurology training during and after the pandemic.
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Affiliation(s)
- Stefano Sandrone
- From Imperial College London (S.S.), UK; A.B. Baker Section on Neurological Education (S.S., D.V.F.A., S.R.D., J.K., I.N., M.P., H.K.), American Academy of Neurology, Minneapolis, MN; Department of Pediatrics, Division of Child Neurology (D.V.F.A.), Nationwide Children's Hospital and the Ohio State University, Columbus; Washington University in Saint Louis (S.R.D.), MO; Department of Clinical Neurosciences (J.K.), Tulane University School of Medicine, New Orleans, LA; Department of Neurology, Epilepsy Division (I.N.), University of Massachusetts Medical School, Boston; Department of Neurology (M.P.), University of Texas Health Science Center at San Antonio; and Department of Neurology & Rehabilitation Medicine (H.K.), University of Cincinnati, OH.
| | - Dara V F Albert
- From Imperial College London (S.S.), UK; A.B. Baker Section on Neurological Education (S.S., D.V.F.A., S.R.D., J.K., I.N., M.P., H.K.), American Academy of Neurology, Minneapolis, MN; Department of Pediatrics, Division of Child Neurology (D.V.F.A.), Nationwide Children's Hospital and the Ohio State University, Columbus; Washington University in Saint Louis (S.R.D.), MO; Department of Clinical Neurosciences (J.K.), Tulane University School of Medicine, New Orleans, LA; Department of Neurology, Epilepsy Division (I.N.), University of Massachusetts Medical School, Boston; Department of Neurology (M.P.), University of Texas Health Science Center at San Antonio; and Department of Neurology & Rehabilitation Medicine (H.K.), University of Cincinnati, OH
| | - S Richard Dunham
- From Imperial College London (S.S.), UK; A.B. Baker Section on Neurological Education (S.S., D.V.F.A., S.R.D., J.K., I.N., M.P., H.K.), American Academy of Neurology, Minneapolis, MN; Department of Pediatrics, Division of Child Neurology (D.V.F.A.), Nationwide Children's Hospital and the Ohio State University, Columbus; Washington University in Saint Louis (S.R.D.), MO; Department of Clinical Neurosciences (J.K.), Tulane University School of Medicine, New Orleans, LA; Department of Neurology, Epilepsy Division (I.N.), University of Massachusetts Medical School, Boston; Department of Neurology (M.P.), University of Texas Health Science Center at San Antonio; and Department of Neurology & Rehabilitation Medicine (H.K.), University of Cincinnati, OH
| | - Jessica Kraker
- From Imperial College London (S.S.), UK; A.B. Baker Section on Neurological Education (S.S., D.V.F.A., S.R.D., J.K., I.N., M.P., H.K.), American Academy of Neurology, Minneapolis, MN; Department of Pediatrics, Division of Child Neurology (D.V.F.A.), Nationwide Children's Hospital and the Ohio State University, Columbus; Washington University in Saint Louis (S.R.D.), MO; Department of Clinical Neurosciences (J.K.), Tulane University School of Medicine, New Orleans, LA; Department of Neurology, Epilepsy Division (I.N.), University of Massachusetts Medical School, Boston; Department of Neurology (M.P.), University of Texas Health Science Center at San Antonio; and Department of Neurology & Rehabilitation Medicine (H.K.), University of Cincinnati, OH
| | - Ika Noviawaty
- From Imperial College London (S.S.), UK; A.B. Baker Section on Neurological Education (S.S., D.V.F.A., S.R.D., J.K., I.N., M.P., H.K.), American Academy of Neurology, Minneapolis, MN; Department of Pediatrics, Division of Child Neurology (D.V.F.A.), Nationwide Children's Hospital and the Ohio State University, Columbus; Washington University in Saint Louis (S.R.D.), MO; Department of Clinical Neurosciences (J.K.), Tulane University School of Medicine, New Orleans, LA; Department of Neurology, Epilepsy Division (I.N.), University of Massachusetts Medical School, Boston; Department of Neurology (M.P.), University of Texas Health Science Center at San Antonio; and Department of Neurology & Rehabilitation Medicine (H.K.), University of Cincinnati, OH
| | - Michael Palm
- From Imperial College London (S.S.), UK; A.B. Baker Section on Neurological Education (S.S., D.V.F.A., S.R.D., J.K., I.N., M.P., H.K.), American Academy of Neurology, Minneapolis, MN; Department of Pediatrics, Division of Child Neurology (D.V.F.A.), Nationwide Children's Hospital and the Ohio State University, Columbus; Washington University in Saint Louis (S.R.D.), MO; Department of Clinical Neurosciences (J.K.), Tulane University School of Medicine, New Orleans, LA; Department of Neurology, Epilepsy Division (I.N.), University of Massachusetts Medical School, Boston; Department of Neurology (M.P.), University of Texas Health Science Center at San Antonio; and Department of Neurology & Rehabilitation Medicine (H.K.), University of Cincinnati, OH
| | - Hani Kushlaf
- From Imperial College London (S.S.), UK; A.B. Baker Section on Neurological Education (S.S., D.V.F.A., S.R.D., J.K., I.N., M.P., H.K.), American Academy of Neurology, Minneapolis, MN; Department of Pediatrics, Division of Child Neurology (D.V.F.A.), Nationwide Children's Hospital and the Ohio State University, Columbus; Washington University in Saint Louis (S.R.D.), MO; Department of Clinical Neurosciences (J.K.), Tulane University School of Medicine, New Orleans, LA; Department of Neurology, Epilepsy Division (I.N.), University of Massachusetts Medical School, Boston; Department of Neurology (M.P.), University of Texas Health Science Center at San Antonio; and Department of Neurology & Rehabilitation Medicine (H.K.), University of Cincinnati, OH.
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Jaberzadeh S, Mansouri FA. Short-term research projects in cognitive neuroscience for undergraduate students: a contingency plan to maintain quality teaching during COVID-19 pandemic. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:376-383. [PMID: 33961516 PMCID: PMC8384570 DOI: 10.1152/advan.00012.2021] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
The Corona Virus Disease 19 (COVID-19) pandemic has imposed serious restrictions for academic institutions to maintain their research and teaching practical subjects. Universities have implemented adaptive measures to maintain educational activities and achieve the learning objectives for undergraduate and postgraduate students by shifting to online teaching and learning. Although such approaches have enabled delivering the theoretical content of courses during the pandemic, universities have faced serious difficulties in running practicals with actual research experiments and teaching hand-on skills because such activities potentially override the required safety guidelines. Here, we report an adaptive measure, implemented at Monash University, to run home-based studies in cognitive neuroscience and achieve learning objectives, which are normally delivered in face-to-face practicals. We introduce two specifically designed short-term research projects and describe how different aspects of these projects, such as tutorials, experiments, and assessments, were modified to meet the required social distancing. The results of cognitive tests were closely comparable between the laboratory-based and home-based experiments indicating that students followed the guidelines and the required procedures for a reliable data collection. Our assessments of students' performance and feedback indicate that the majority of our educational goals were achieved, while all safety guidelines and distancing requirements were also met.
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Affiliation(s)
- Shapour Jaberzadeh
- Non-invasive Brain Stimulation and Neuroplasticity Laboratory, Department of Physiotherapy, Monash University, Victoria, Australia
| | - Farshad Alizadeh Mansouri
- Cognitive Neuroscience Laboratory, Department of Physiology, Monash Biomedicine Discovery Institute, Monash University, Victoria, Australia
- Australian Research Council, Centre of Excellence for Integrative Brain Function, Monash University, Victoria, Australia
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Parrington BA, Giardino WJ. Zooming into the Lab: Perspectives on Maintaining Undergraduate Biological Research through Computationally Adapted Remote Learning in Times of Crisis. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-84. [PMID: 33953819 PMCID: PMC8060142 DOI: 10.1128/jmbe.v22i1.2563] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Accepted: 02/02/2021] [Indexed: 05/24/2023]
Abstract
At the onset of the COVID-19 pandemic, many academic institutions attempted to limit viral spread throughout their communities by suspending face-to-face student instruction. The rapid transition from in-person to remote learning dramatically altered student-instructor interactions and ushered in a new set of educational challenges. Despite recent publications by experienced researchers that address the impacts of remote instruction on undergraduate research at a holistic level, we currently lack evidence for successful implementation of best practices in a remote research environment during the COVID-19 pandemic. Therefore, to enhance remote scientific experiences and improve the skills of young biologists facing uncertain challenges in their future academic careers, we make nine recommendations for best practices in maintaining quality undergraduate research experiences, especially for computationally adapted projects, during online learning periods in times of crisis. Based on our experience participating in an undergraduate Stanford Summer Research Program that was conducted entirely remotely during the summer of 2020, we describe nine recommendations for best practices that institutions, faculty mentors, and undergraduate mentees can execute to maintain a high quality of biological research. Further elucidating the ways in which distance learning can be improved at the undergraduate research level will offer insights into making the most out of remote biological research in the months and years ahead.
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Affiliation(s)
| | - William J. Giardino
- Department of Psychiatry & Behavioral Sciences, Stanford University, Palo Alto, CA 94304
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Sandrone S, Scott G, Anderson WJ, Musunuru K. Active learning-based STEM education for in-person and online learning. Cell 2021; 184:1409-1414. [PMID: 33740446 PMCID: PMC8933058 DOI: 10.1016/j.cell.2021.01.045] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022]
Abstract
The COVID-19 global pandemic has forced the higher education sector to transition to an uncharted remote-learning format. This offers an opportunity to adopt active learning, which increases students’ performance compared to lectures, narrows achievement gaps for underrepresented students, and promotes equity and inclusivity, as the basis of STEM education.
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Affiliation(s)
- Stefano Sandrone
- The Computational, Cognitive and Clinical Neuroimaging Laboratory (C(3)NL), Department of Brain Sciences, Faculty of Medicine, Imperial College London, London, United Kingdom.
| | - Gregory Scott
- The Computational, Cognitive and Clinical Neuroimaging Laboratory (C(3)NL), Department of Brain Sciences, Faculty of Medicine, Imperial College London, London, United Kingdom.
| | - William J Anderson
- Department of Stem Cell and Regenerative Biology, Harvard University, and Harvard Stem Cell Institute, Cambridge, USA.
| | - Kiran Musunuru
- Cardiovascular Institute, Department of Medicine, and Department of Genetics, Perelman School of Medicine at the University of Pennsylvania, Philadelphia, USA.
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Sandrone S, Carlson C. Gamification and game-based education in neurology and neuroscience: Applications, challenges, and opportunities. BRAIN DISORDERS 2021. [DOI: 10.1016/j.dscb.2021.100008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022] Open
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Dela Cruz AM, Alick S, Das R, Brenner A. Same Material, Different Formats: Comparing In-Person and Distance Learning in Undergraduate Medical Education. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2020; 44:659-663. [PMID: 33058051 PMCID: PMC7556769 DOI: 10.1007/s40596-020-01333-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2020] [Accepted: 10/02/2020] [Indexed: 05/05/2023]
Affiliation(s)
| | - Sasha Alick
- University of Texas Southwestern Medical Center, Dallas, TX, USA
| | - Rohit Das
- University of Texas Southwestern Medical Center, Dallas, TX, USA
| | - Adam Brenner
- University of Texas Southwestern Medical Center, Dallas, TX, USA
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