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Scott JW, Steel JJ. Extremophile enzyme activity lab: using catalase from Pyrobaculum calidifontis to highlight temperature sensitivity and thermostable enzyme activity. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0006523. [PMID: 38661418 PMCID: PMC11044630 DOI: 10.1128/jmbe.00065-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Accepted: 12/01/2023] [Indexed: 04/26/2024]
Abstract
There are places on earth that are considered to possess extreme physico-chemical characteristics as they relate to life. Surprisingly, there are microbes that have adapted various strategies that enable them to form robust communities in these environments. The microbes that live in these environments, called extremophiles, are described as being thermophilic, psychrophilic, halophilic, acidophilic, alkaliphilic, barophilic, and so on. Given that extremophiles were not discovered until relatively recently due to a view point that the environments in which they inhabited were not conducive to life, it is reasonable to conclude that the concept of extremophiles may be hard to grasp for students. Herein is described a laboratory exercise adapted from laboratory exercises that use mesophilic catalase enzymes to illustrate the influence of physico-chemical parameters on enzyme activity. Catalase is an enzyme that accelerates the degradation of hydrogen peroxide to water and oxygen gas. In addition to mesophilic catalases, the catalase from Pyrobaculum calidifontis, a hyperthermophile with an optimal growth temperature of 90°C, is used to highlight the adaptation of an enzyme to an extreme environment. A visual comparison of bubble production by the hyperthermophilic and mesophilic enzymes after heating at high temperatures dramatically illustrates differences in thermostability that will likely reinforce concepts that are given in a pre-laboratory lecture that discusses not only the extremophiles themselves but also their applications in biotechnology and possible role in the field of astrobiology.
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Affiliation(s)
- Joseph W. Scott
- Life Science Research Center, United States Air Force Academy, Colorado Springs, Colorado, USA
| | - J. Jordan Steel
- Department of Biology, United States Air Force Academy, Colorado Springs, Colorado, USA
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Fischer K, Metz M, Sekula M, Katwal D, Hannigan D, Williams T. Effect of educational intervention on computer-aided-design and computer-aided-manufacturing technology to preclinical dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:320-327. [PMID: 37818723 DOI: 10.1111/eje.12953] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 08/04/2023] [Accepted: 09/17/2023] [Indexed: 10/12/2023]
Abstract
INTRODUCTION This study evaluated the effectiveness of a video presentation instruction compared to the prevailing traditional lecture provided in the preclinical classroom when introducing computer-aided design/computer-aided manufacturing (CAD/CAM) technology. MATERIALS AND METHODS This study was conducted as a controlled educational trial (single-blind) on 120 first-year dental students. Students were assigned to two learning groups: the control (n = 60, traditional lecture) and the intervention (n = 60, video presentation). Both groups completed a self-efficacy scale (SES) survey before instruction. Then, the intervention group actively participated in a one-session video presentation while the control group was given a traditional lecture. After the presentations, student knowledge was assessed with a hands-on simulated exercise that was scored out of 60 points. At last, students completed a post-instruction student perception and attitude (SPA) survey. Inferential hypothesis testing was conducted with two-sample t-tests, and significance was defined as p ≤ .05. RESULTS There were no significant differences in the student pre-instruction SES scores between the control and intervention groups. After the video learning, CAD/CAM knowledge application during the hands-on simulated exercise showed significantly higher results in the intervention group as the assessment scores from the intervention group averaged 13.6 ± 2.0 points higher than the control group (p < .001). The results from the post-instruction SPA survey showed no statistically significant difference between groups. CONCLUSION With the video presentation technique, our first-year dental students were able to greatly enhance their CAD/CAM application skills. The results from this study could be applied at other dental educational institutions with potential similar outcomes.
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Affiliation(s)
- Kathleen Fischer
- Department of Comprehensive Dentistry, University of Louisville Dental School in Louisville, Louisville, Kentucky, USA
| | - Michael Metz
- Department of Comprehensive Dentistry, University of Louisville Dental School in Louisville, Louisville, Kentucky, USA
| | - Michael Sekula
- Department of Bioinformatics and Biostatistics, University of Louisville Dental School in Louisville, Louisville, Kentucky, USA
| | - Diksha Katwal
- Department of Diagnosis and Oral Health, University of Louisville Dental School in Louisville, Louisville, Kentucky, USA
| | - David Hannigan
- Department of Comprehensive Dentistry, University of Louisville Dental School in Louisville, Louisville, Kentucky, USA
| | - Tarin Williams
- Department of Comprehensive Dentistry, University of Louisville Dental School in Louisville, Louisville, Kentucky, USA
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Bertoni G, Marchesini E, Zanchettin FE, Crestini M, Testa M, Battista S. Use of audience response systems (ARS) in physiotherapists' training: a qualitative study. BMJ Open 2023; 13:e073025. [PMID: 37607795 PMCID: PMC10445375 DOI: 10.1136/bmjopen-2023-073025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Accepted: 07/13/2023] [Indexed: 08/24/2023] Open
Abstract
OBJECTIVE To explore the experience of using audience response systems (ARS) in postgraduate physiotherapy training. DESIGN Qualitative interview study following the 'reflexive thematic analysis' by Braun and Clarke. SETTING Higher education university. PARTICIPANTS Ten Italian students (60% men, N=6; 40% women, N=4) agreed to partake in the interviews. RESULTS We generated four themes. Specifically, the ARS were perceived: (1) as a 'Shared Compass' (theme 1) between the student and the lecturers to monitor and modify the ongoing students' learning journey; (2) useful to 'Come Out of Your Shell' (theme 2) as they help students to overcome shyness and build a team with peers; (3) as 'A Square Peg in a Round Hole' (theme 3) as they should not be used in situations that do not suit them; (4) as 'Not Everyone's Cup of Tea' (theme 4) as mixed opinions among ARS' utilities were found under some circumstances (eg, memorisation process and clinical reasoning). CONCLUSION Physiotherapy lecturers must use ARS critically, respecting when (eg, not at the end of the lesson) and how to propose them, keeping in mind that some skills (eg, practical ones) might not benefit from their use. Moreover, they need to consider that the ARS are not a tool for everyone, so ARS must be integrated into a multimodal teaching paradigm.
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Affiliation(s)
- Gianluca Bertoni
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, Italy
| | - Evelin Marchesini
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, Italy
| | - Francesca Elena Zanchettin
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, Italy
| | - Michele Crestini
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, Italy
| | - Marco Testa
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, Italy
| | - Simone Battista
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genova, Italy
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Battista S, Furri L, Pellegrini V, Giardulli B, Coppola I, Testa M, Dell'Isola A. Which lecturers' characteristics facilitate the learning process? A qualitative study on students' perceptions in the rehabilitation sciences. BMC MEDICAL EDUCATION 2023; 23:431. [PMID: 37308863 DOI: 10.1186/s12909-023-04308-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Accepted: 04/29/2023] [Indexed: 06/14/2023]
Abstract
BACKGROUND In education, lecturers play a crucial role in facilitating students' learning process. However, only a few studies explored which lecturers' characteristics can facilitate this process in higher education for rehabilitation healthcare professionals. Starting from students' perspectives, our qualitative study investigated the lecturers' characteristics that facilitate students' learning process in the rehabilitation sciences. METHODS A qualitative interview study. We enrolled students attending the 2nd year of the Master of Science (MSc) degree in 'Rehabilitation Sciences of Healthcare Professions'. Different themes were generated following a 'Reflexive Thematic Analysis'. RESULTS Thirteen students completed the interviews. From their analysis, we generated five themes. Specifically, a lecturer that facilitates students' learning process should be: 1) 'A Performer who Interacts with the Classroom', 2) A Flexible Planner who Adopts Innovative Teaching Skills', 3) 'A Motivator who Embraces Transformational Leadership', 4) 'A Facilitator Who Encourages a Constructive Learning Context' and 5) 'A Coach who Devises Strategies to Reach Shared Learning Goals'. CONCLUSIONS The results of this study underscore the importance for lecturers in rehabilitation to cultivate a diverse set of skills drawn from the arts and performance, education, team building and leadership to facilitate students' learning process. By developing these skills, lecturers can design lessons that are worth attending not only for their relevant content but also for their value in human experience.
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Affiliation(s)
- Simone Battista
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genoa, Italy
- Clinical Epidemiology Unit, Department of Clinical Sciences, Lund University, Orthopaedics, Lund, Wigerthuset, Remissgatan, Sweden
- School of Medicine and Surgery, University of Verona, Verona, 37135, Italy
| | - Laura Furri
- School of Medicine and Surgery, University of Verona, Verona, 37135, Italy
| | - Valeria Pellegrini
- School of Medicine and Surgery, University of Verona, Verona, 37135, Italy
| | - Benedetto Giardulli
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genoa, Italy
| | - Ilaria Coppola
- Department of Education Sciences, School of Social Sciences, University of Genoa, Genoa, Italy
| | - Marco Testa
- Department of Neurosciences, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genoa, Genoa, Italy
| | - Andrea Dell'Isola
- Clinical Epidemiology Unit, Department of Clinical Sciences, Lund University, Orthopaedics, Lund, Wigerthuset, Remissgatan, Sweden.
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In the eye of the beholder - how course delivery affects anatomy education. Ann Anat 2023; 246:152043. [PMID: 36549401 PMCID: PMC9762916 DOI: 10.1016/j.aanat.2022.152043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 11/17/2022] [Accepted: 12/08/2022] [Indexed: 12/24/2022]
Abstract
BACKGROUND The COVID-19 pandemic caused major shifts in students' learning strategies as well as teaching environments that profoundly affected the delivery of anatomy courses in medical schools. The Department of Anatomy at the University of Zagreb School of Medicine had a unique experience where the anatomy course in 2019/2020 was first taught in-person before transferring to an online course delivery, while the inverse happened in 2020/2021. The core curriculum, course material and examination criteria were the same in both academic years. The aim of the study was to determine whether course delivery affected students' perceptions of the course and whether it impacted students' engagement and success. METHODS The students' perceptions of the course were assessed via an anonymous course survey (student evaluation of teaching, SET). The questions in the SET assessed the usefulness of teaching modalities rather than students' satisfaction. Most questions were in the form of statements to which students responded with their level of agreement on a five-point Likert scale. Differences between responses in 2019/2020 and 2020/2021 were analyzed using the Mann-Whitney test. Effect size was estimated using Cliff's delta and association between responses was assessed using Spearman's r coefficient. RESULTS Students' perceptions were significantly affected by changes in course delivery. Students' success and engagement were higher in 2019/2020 when in-person teaching preceded online teaching. Furthermore, students' views on course organization and the usefulness of continuous assessment were more positive in 2019/2020. Finally, students' perceptions of the usefulness of online materials and activities were more positive in 2019/2020. All comparisons between the two academic years were statistically significant (P ≤ 0.0001 for all comparisons, Mann-Whitney test). CONCLUSIONS Students' perceptions of the anatomy course were dependent on the teaching environment they were exposed to at the beginning of the course. A transfer from in-person to online course delivery was more successful than vice-versa. This has important implications for structuring hybrid courses in medical education in the future.
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Bates KL, Hung C, Steel JJ. Biotechnology Immersion Program: professional development where the participants do the preparation, teaching, and outreach to maximize learning gains. FEMS Microbiol Lett 2022; 369:6852944. [PMID: 36455292 DOI: 10.1093/femsle/fnac111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 10/06/2022] [Accepted: 11/16/2022] [Indexed: 12/02/2022] Open
Abstract
Professional development for teachers of primary, intermediate, and secondary schools (Kindergarten to Grade 12; K-12), especially for highly technical subjects such as Microbial Biotechnology, can involve arduous and ineffective training methods prioritizing content delivery over sound pedagogical techniques. Teachers are learning complex content, techniques, and pedagogies but have little time to practice or gain experience and confidence in their newly acquired skills. The Biotechnology Immersion Program (BiP) sought to overcome this challenge by incorporating an intentional immersive experiential system into professional development; teachers learn new content, experience hands-on activities, and work through assessments in the role of a student while experienced subject matter expert faculty run the teaching and activities. Afterwards, the teachers get the opportunity to switch roles and practice teaching, running, and managing the same learning activities that they just experienced. The faculty experts are available to mentor, guide, and direct the teachers as they try out teaching and implementing novel biotechnology classroom activities. BiP focused on three critical aspects of successful professional development: time, personal experience, and connection. This mentored teaching and implementation practice system provided a robust professional development platform, where educators felt prepared and confident to run new biotechnology lab activities in their own classrooms.
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Affiliation(s)
- Katherine L Bates
- Department of Biology, US Air Force Academy, USAFA, CO 80840, United States
| | - Chia Hung
- Soft Matter Materials Branch, Materials and Manufacturing Directorate, Air Force Research Laboratory, Wright-Patterson Air Force Base, OH 45433, United States
| | - J Jordan Steel
- Department of Biology, US Air Force Academy, USAFA, CO 80840, United States
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Halpin PA. Redesigning a face-to-face course to an asynchronous online format: a look at teaching pathophysiology with software that enhances student engagement. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:339-344. [PMID: 35482991 DOI: 10.1152/advan.00031.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Revised: 04/11/2022] [Accepted: 04/22/2022] [Indexed: 06/14/2023]
Abstract
The COVID-19 pandemic, while disruptive and abrupt, provided instructors opportunities to redesign face-to-face (F2F) lecture courses to an online asynchronous delivery mode. Asynchronous course delivery is often synonymous with recorded lectures, discussion boards, and standardized assessments, yet this mode can be student-centered, include active learning, and engage students. Our undergraduate clinical pathophysiology course was redesigned with Understanding Your Physiology (Lt by ADInstruments) lessons with video case studies in place of a textbook. Most students (72.7%) found the Lt activities effective in helping them learn the material as well as a cost-effective replacement for a traditional textbook (50%). In addition, the course design focused on different types of Lt activities to deliver the course content in an interactive way. Specifically, students (82%) appreciated the opportunity to select an answer without penalty and make another selection if needed. The type of activity that students selected as most effective in helping them learn and understand the content was the ability to determine which statements were correct/incorrect (32%). Students enjoyed the video case studies of patients because they were directly related to course content, were visually engaging, and used real patients who told their personal story. All these factors contributed to the success in achieving the study's goals of redesigning a F2F lecture course to an asynchronous online format. The online course led to verifiable pedagogical outcomes of using the Lt platform to engage students in learning. This course was offered again in 2021, filled quickly, and will continue to be offered each year.
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Affiliation(s)
- Patricia A Halpin
- Department of Life Sciences, University of New Hampshire, Manchester, New Hampshire
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Castillo AI, Roos BH, Rosenberg MS, Cartwright RA, Wilson MA. Genie: an interactive real-time simulation for teaching genetic drift. Evolution 2022; 15:3. [PMID: 36237301 PMCID: PMC9555832 DOI: 10.1186/s12052-022-00161-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/02/2023]
Abstract
Neutral evolution is a fundamental concept in evolutionary biology but teaching this and other non-adaptive concepts is especially challenging. Here we present Genie, a browser-based educational tool that demonstrates population-genetic concepts such as genetic drift, population isolation, gene flow, and genetic mutation. Because it does not need to be downloaded and installed, Genie can scale to large groups of students and is useful for both in-person and online instruction. Genie was used to teach genetic drift to Evolution students at Arizona State University during Spring 2016 and Spring 2017. The effectiveness of Genie to teach key genetic drift concepts and misconceptions was assessed with the Genetic Drift Inventory developed by Price et al. (CBE Life Sci Educ 13(1):65-75, 2014). Overall, Genie performed comparably to that of traditional static methods across all evaluated classes. We have empirically demonstrated that Genie can be successfully integrated with traditional instruction to reduce misconceptions about genetic drift.
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Affiliation(s)
- Andreina I. Castillo
- Department of Environmental Science, Policy and Management, University of California, Berkeley, USA
| | - Ben H. Roos
- The Biodesign Institute, Arizona State University, Tempe, USA
| | - Michael S. Rosenberg
- Center for Biological Data Science, Virginia Commonwealth University, Richmond, USA
| | - Reed A. Cartwright
- The Biodesign Institute, Arizona State University, Tempe, USA
- School of Life Sciences, Arizona State University, Tempe, USA
- Correspondence: ;
| | - Melissa A. Wilson
- School of Life Sciences, Arizona State University, Tempe, USA
- Center for Evolution and Medicine, Arizona State University, Tempe, USA
- Correspondence: ;
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Yurtseven N, Atay D, Bulut G. Perceived learning environment and academic motivation: An explanatory mixed methods study in a Molecular Biology and Genetics program. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2022; 50:21-28. [PMID: 34647675 DOI: 10.1002/bmb.21581] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 08/02/2021] [Accepted: 09/28/2021] [Indexed: 06/13/2023]
Abstract
Lack of motivation of students is a major concern for the instructors and administration in universities, and it is in their interest to address these issues in the most effective and efficient way. The purpose of this explanatory sequential mixed-method study is to examine the predictive power of the learning environment on student academic motivation and to learn students' opinions on this issue. One hundred twenty students enrolled at the Molecular Biology and Genetics program completed the Academic Motivation and Learning Environment Perception scales, Quantitative findings indicated that only the activities dimension of the learning environment has a predictive power on academic motivation. Focus group interviews conducted with 16 students validated the quantitative findings. Students particularly drew attention to activities that foster active participation in the learning process, emphasizing the vitality of being engaged and of having real-life experiences in their learning environment.
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Affiliation(s)
- Nihal Yurtseven
- Faculty of Educational Sciences, Bahçeşehir University, Istanbul, Turkey
| | - Derin Atay
- Faculty of Educational Sciences, Bahçeşehir University, Istanbul, Turkey
| | - Gülay Bulut
- Faculty of Engineering and Natural Sciences, Bahçeşehir University, Istanbul, Turkey
- Faculty of Medicine, Medical Biology Department, Karabuk University, Karabuk, Turkey
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Gosak L, Štiglic G, Budler LC, Félix IB, Braam K, Fijačko N, Guerreiro MP, Lorber M. Digital Tools in Behavior Change Support Education in Health and Other Students: A Systematic Review. Healthcare (Basel) 2021; 10:healthcare10010001. [PMID: 35052165 PMCID: PMC8774876 DOI: 10.3390/healthcare10010001] [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: 11/06/2021] [Revised: 12/13/2021] [Accepted: 12/16/2021] [Indexed: 11/26/2022] Open
Abstract
Due to the increased prevalence of chronic diseases, behavior changes are integral to self-management. Healthcare and other professionals are expected to support these behavior changes, and therefore, undergraduate students should receive up-to-date and evidence-based training in this respect. Our work aims to review the outcomes of digital tools in behavior change support education. A secondary aim was to examine existing instruments to assess the effectiveness of these tools. A PIO (population/problem, intervention, outcome) research question led our literature search. The population was limited to students in nursing, sports sciences, and pharmacy; the interventions were limited to digital teaching tools; and the outcomes consisted of knowledge, motivation, and competencies. A systematic literature review was performed in the PubMed, CINAHL, MEDLINE, Web of Science, SAGE, Scopus, and Cochrane Library databases and by backward citation searching. We used PRISMA guidelines 2020 to depict the search process for relevant literature. Two authors evaluated included studies using the Mixed Methods Appraisal Tool (MMAT) independently. Using inclusion and exclusion criteria, we included 15 studies in the final analysis: six quantitative descriptive studies, two randomized studies, six mixed methods studies, and one qualitative study. According to the MMAT, all studies were suitable for further analysis in terms of quality. The studies resorted to various digital tools to improve students’ knowledge of behavior change techniques in individuals with chronic disease, leading to greater self-confidence, better cooperation, and practical experience and skills. The most common limitations that have been perceived for using these tools are time and space constraints.
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Affiliation(s)
- Lucija Gosak
- Faculty of Health Sciences, University of Maribor, 2000 Maribor, Slovenia; (L.G.); (G.Š.); (L.C.B.); (N.F.)
| | - Gregor Štiglic
- Faculty of Health Sciences, University of Maribor, 2000 Maribor, Slovenia; (L.G.); (G.Š.); (L.C.B.); (N.F.)
- Faculty of Electrical Engineering and Computer Science, University of Maribor, 2000 Maribor, Slovenia
- Usher Institute, University of Edinburgh, Edinburgh EH8 9YL, UK
| | - Leona Cilar Budler
- Faculty of Health Sciences, University of Maribor, 2000 Maribor, Slovenia; (L.G.); (G.Š.); (L.C.B.); (N.F.)
| | - Isa Brito Félix
- Nursing Research, Innovation and Development Centre of Lisbon, Nursing School of Lisbon, 1600-190 Lisbon, Portugal; (I.B.F.); (M.P.G.)
| | - Katja Braam
- Faculty of Healthcare, Sports and Welfare, Inholland University of Applied Sciences, 3521 Haarlem, The Netherlands;
| | - Nino Fijačko
- Faculty of Health Sciences, University of Maribor, 2000 Maribor, Slovenia; (L.G.); (G.Š.); (L.C.B.); (N.F.)
| | - Mara Pereira Guerreiro
- Nursing Research, Innovation and Development Centre of Lisbon, Nursing School of Lisbon, 1600-190 Lisbon, Portugal; (I.B.F.); (M.P.G.)
| | - Mateja Lorber
- Faculty of Health Sciences, University of Maribor, 2000 Maribor, Slovenia; (L.G.); (G.Š.); (L.C.B.); (N.F.)
- Correspondence:
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Hernandez MJ. A Comparison of Selected Items Found in Graduation Survey Instruments from MD and DO Schools. What It Reveals About Satisfaction with Career Choice. MEDICAL SCIENCE EDUCATOR 2020; 30:1413-1418. [PMID: 34457808 PMCID: PMC8368404 DOI: 10.1007/s40670-020-01045-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Selected items in graduation survey instruments from MD and DO schools were compared using a novel combined approach which revealed meaningful information about career choice. Although the student satisfaction with medical education had remained steady during the past decade for both MD and DO programs, the dissatisfaction with medical programs at time of graduation was different (p < 0.001). The level of unhappiness with career choice was also different (p < 0.001). An analysis of the Year Two Questionnaire, introduced in 2015 by the American Association of Medical Colleges, showed dissatisfaction with career choice in MD programs increased after graduation.
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Affiliation(s)
- Mark J. Hernandez
- Alabama College of Osteopathic Medicine, 445 Health Sciences Boulevard, Dothan, AL USA
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Killpack TL, Fulmer SM. Development of a Tool to Assess Interrelated Experimental Design in Introductory Biology. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2018; 19:jmbe-19-98. [PMID: 30377472 PMCID: PMC6203628 DOI: 10.1128/jmbe.v19i3.1627] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2018] [Accepted: 09/14/2018] [Indexed: 05/24/2023]
Abstract
Designing experiments and applying the process of science are core competencies for many introductory courses and course-based undergraduate research experiences (CUREs). However, experimental design is a complex process that challenges many introductory students. We describe the development of a tool to assess interrelated experimental design (TIED) in an introductory biology lab course. We describe the interrater reliability of the tool, its effectiveness in detecting variability and growth in experimental-design skills, and its adaptability for use in various contexts. The final tool contained five components, each with multiple criteria in the form of a checklist such that a high-quality response-in which students align the different components of their experimental design-satisfies all criteria. The tool showed excellent interrater reliability and captured the full range of introductory-student skill levels, with few students hitting the assessment ceiling or floor. The scoring tool detected growth in student skills from the beginning to the end of the semester, with significant differences between pre- and post-assessment scores for the Total Score and for the Data Collection and Observations component scores. This authentic assessment task and scoring tool provide meaningful feedback to instructors about the strengths, gaps, and growth in introductory students' experimental-design skills and can be scored reliably by multiple instructors. The TIED can also be adapted to a number of experimental-design prompts and learning objectives, and therefore can be useful for a variety of introductory courses and CUREs.
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Affiliation(s)
| | - Sara M. Fulmer
- Open Learning and Educational Support, University of Guelph, Guelph, ON N1G 2W1
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Franssen CL, Lowry GS, Franssen RA. Using Action-Mapping to Design a Non-Majors Neuroeconomics Course to Teach First-Year Collegiate Skills. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2017; 16:A52-A59. [PMID: 29371842 PMCID: PMC5777838] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Received: 07/05/2017] [Revised: 08/30/2017] [Accepted: 09/21/2017] [Indexed: 06/07/2023]
Abstract
With its ability to address questions about how decisions are made and why, neuroeconomics is an excellent topic of study for college students at a variety of levels. In this paper we detail a neuroeconomics course specifically modified for undecided First-year students. One particularly daunting challenge was defining clear outcomes and delivering instruction at an appropriate level. We used Action-Mapping to achieve the course objectives of teaching collegiate skills applicable to any path of study or career while also delivering content suitable for credits in both a social science and natural science.
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Affiliation(s)
- Catherine L. Franssen
- Director of NeuroStudies Program, Department of Psychology, Longwood University, Farmville, VA 23901
| | - George S. Lowry
- Department of Economics, Business, and Accounting, Randolph-Macon College, Ashland, VA 23225
| | - R. Adam Franssen
- Department of Biological and Environmental Sciences, Longwood University, Farmville, VA 23901
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Cleveland LM, McCabe TM, Olimpo JT. A Call for Programmatic Assessment of Undergraduate Students' Conceptual Understanding and Higher-Order Cognitive Skills. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 19:jmbe-19-52. [PMID: 29904561 PMCID: PMC5969447 DOI: 10.1128/jmbe.v19i1.1368] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2017] [Accepted: 02/05/2018] [Indexed: 06/08/2023]
Abstract
In response to empirical evidence and calls for change, individual undergraduate biology instructors are reforming their pedagogical practices. To assess the effectiveness of these reforms, many instructors use course-specific or skill-specific assessments (e.g., concept inventories). We commend our colleagues' noble efforts, yet we contend that this is only a starting point. In this Perspectives article, we argue that departments need to engage in reform and programmatic assessment to produce graduates who have both subject-matter knowledge and higher-order cognitive skills. We encourage biology education researchers to work collaboratively with content specialists to develop program-level assessments aimed at measuring students' conceptual understanding and higher-order cognitive skills, and we encourage departments to develop longitudinal plans for monitoring their students' development of these skills.
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Affiliation(s)
- Lacy M. Cleveland
- Department of Physics, Colorado School of Mines, Golden, CO 80401
- MAST Institute, Ross Hall, University of Northern Colorado, Greeley, CO 80639
| | - Thomas M. McCabe
- Biological Sciences, Ross Hall, University of Northern Colorado, Greeley, CO 80639
| | - Jeffrey T. Olimpo
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, TX 79968
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Cooper KM, Soneral PAG, Brownell SE. Define Your Goals Before You Design a CURE: A Call to Use Backward Design in Planning Course-Based Undergraduate Research Experiences. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-30. [PMID: 28656069 PMCID: PMC5440170 DOI: 10.1128/jmbe.v18i2.1287] [Citation(s) in RCA: 48] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2016] [Accepted: 03/15/2017] [Indexed: 05/06/2023]
Abstract
We recommend using backward design to develop course-based undergraduate research experiences (CUREs). The defining hallmark of CUREs is that students in a formal lab course explore research questions with unknown answers that are broadly relevant outside the course. Because CUREs lead to novel research findings, they represent a unique course design challenge, as the dual nature of these courses requires course designers to consider two distinct, but complementary, sets of goals for the CURE: 1) scientific discovery milestones (i.e., research goals) and 2) student learning in cognitive, psychomotor, and affective domains (i.e., pedagogical goals). As more undergraduate laboratory courses are re-imagined as CUREs, how do we thoughtfully design these courses to effectively meet both sets of goals? In this Perspectives article, we explore this question and outline recommendations for using backward design in CURE development.
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Affiliation(s)
- Katelyn M. Cooper
- Biology Education Research Lab, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | | | - Sara E. Brownell
- Biology Education Research Lab, School of Life Sciences, Arizona State University, Tempe, AZ 85281
- Corresponding author. Mailing address: School of Life Sciences, PO Box 874501, Arizona State University, Tempe, AZ 85281. Phone: 480-965-9704. E-mail:
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16
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Sabel JL, Dauer JT, Forbes CT. Introductory Biology Students' Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding. CBE LIFE SCIENCES EDUCATION 2017. [PMID: 28645893 PMCID: PMC5589420 DOI: 10.1187/cbe.16-10-0298] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts.
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Affiliation(s)
- Jaime L Sabel
- Department of Biological Sciences, College of Arts and Sciences, University of Memphis, Memphis, TN 38152
| | - Joseph T Dauer
- School of Natural Resources, University of Nebraska-Lincoln, Lincoln, NE 68583
| | - Cory T Forbes
- School of Natural Resources, University of Nebraska-Lincoln, Lincoln, NE 68583
- Department of Teaching, Learning, and Teacher Education, College of Education and Human Sciences, University of Nebraska-Lincoln, Lincoln, NE 68588
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Shortlidge EE, Brownell SE. How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2016; 17:399-408. [PMID: 28101266 PMCID: PMC5134943 DOI: 10.1128/jmbe.v17i3.1103] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Integrating research experiences into undergraduate life sciences curricula in the form of course-based undergraduate research experiences (CUREs) can meet national calls for education reform by giving students the chance to "do science." In this article, we provide a step-by-step practical guide to help instructors assess their CUREs using best practices in assessment. We recommend that instructors first identify their anticipated CURE learning outcomes, then work to identify an assessment instrument that aligns to those learning outcomes and critically evaluate the results from their course assessment. To aid instructors in becoming aware of what instruments have been developed, we have also synthesized a table of "off-the-shelf" assessment instruments that instructors could use to assess their own CUREs. However, we acknowledge that each CURE is unique and instructors may expect specific learning outcomes that cannot be assessed using existing assessment instruments, so we recommend that instructors consider developing their own assessments that are tightly aligned to the context of their CURE.
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Affiliation(s)
- Erin E. Shortlidge
- Corresponding author. Mailing address: Biology Department, 1719 SW 10th Ave. SRTC 246, Portland State University, Portland, OR 97219. Phone: 503-725-9305. Fax: 503-725-3888. E-mail:
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18
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Merkel SM. American Society for Microbiology resources in support of an evidence-based approach to teaching microbiology. FEMS Microbiol Lett 2016; 363:fnw172. [PMID: 27412169 DOI: 10.1093/femsle/fnw172] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/04/2016] [Indexed: 11/14/2022] Open
Abstract
Numerous national reports have addressed the need for changing how science courses in higher education are taught, so that students develop a deeper understanding of critical concepts and the analytical and cognitive skills needed to address future challenges. This review presents some evidence-based approaches to curriculum development and teaching. Results from discipline-based education research indicate that it is critically important for educators to formulate learning goals, provide frequent and authentic assessments and actively engage students in their learning. Professional societies can play a role in helping to put these changes into practice. To this end, the American Society for Microbiology has developed a number of educational programs and resources, which are described here to encourage the implementation of student-centered learning in microbiology education.
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Affiliation(s)
- Susan M Merkel
- Department of Microbiology, Cornell University, Ithaca, NY 14853-0001, USA
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19
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Moustafa K. First clarity, then brevity. AUSTRALASIAN PHYSICAL & ENGINEERING SCIENCES IN MEDICINE 2016; 39:361-2. [DOI: 10.1007/s13246-016-0449-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2016] [Accepted: 04/28/2016] [Indexed: 10/21/2022]
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Gottlieb M, Riddell J, Crager SE. Alternatives to the Conference Status Quo: Addressing the Learning Needs of Emergency Medicine Residents. Ann Emerg Med 2016; 68:423-30. [PMID: 27238824 DOI: 10.1016/j.annemergmed.2016.04.003] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2016] [Indexed: 11/25/2022]
Affiliation(s)
- Michael Gottlieb
- Department of Emergency Medicine, Cook County Hospital, Chicago, IL
| | - Jeff Riddell
- Department of Emergency Medicine, University of Washington, Seattle, WA
| | - Sara E Crager
- Department of Emergency Medicine, University of California Los Angeles-Olive View Medical Center, Los Angeles, CA.
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21
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Newman DL, Snyder CW, Fisk JN, Wright LK. Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool. CBE LIFE SCIENCES EDUCATION 2016; 15:15/2/ar9. [PMID: 27055775 PMCID: PMC4909347 DOI: 10.1187/cbe.15-06-0124] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2015] [Revised: 01/21/2016] [Accepted: 01/21/2016] [Indexed: 05/23/2023]
Abstract
Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select-format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N= 54), and large-scale beta testing (N= 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use.
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Affiliation(s)
- Dina L Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Christopher W Snyder
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - J Nick Fisk
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - L Kate Wright
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
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Abstract
Biology education research (BER) 2.0 has arrived, and is moving the BER community beyond showing that active learning works to understanding the individual and contextual factors that explain and influence biology teaching and learning.
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Affiliation(s)
- Erin L Dolan
- Texas Institute for Discovery Education in Science, College of Natural Sciences, University of Texas at Austin, Austin, TX 78712
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