The student-centered classroom: the new gut feeling

Enhancing undergraduate research talents: the role of tutors in dental basic research education

Purpose

This study endeavors to investigate ways to optimize the role of teachers in undergraduate dental basic research education (UDBRE) with the aim of nurturing the research potential of undergraduate students.

Methods

We conducted a cross-sectional study among medical undergraduates enrolled at the School of Stomatology, Guangzhou Medical University. Descriptive statistics were employed to comprehensively analyze UDBRE's fundamental aspects. Kendall rank correlation analysis was performed to evaluate the relationship between the quality of feedback provided by tutors to undergraduates and the students' scientific research abilities. Additionally, multivariate logistic regression analysis was employed to uncover the factors influencing the effectiveness of UDBRE.

Results

A total of 168 medical students were surveyed with a valid response rate of 93.85%. The effectiveness of UDBRE was demonstrated by undergraduates' self-rated research abilities, active participation in scientific research projects, and a certain amount of academic outputs. Significant and positive correlations (𝓣b> 0.5, p < 0.001) were identified between the tutor-undergraduate feedback quality and students' self-rated scores for scientific research abilities. These abilities included developing scientific questions, designing research projects, retrieving and reading literature, academic writing, experiment operation, and analyzing and evaluating experimental results. Positive effects on students' academic performance (p < 0.05) were observed when higher-quality feedback, an authoritative tutoring style and tutors with middle-career experience were present.

Conclusion

This study underscores the pivotal role of UDBRE in fostering the scientific research aptitude of medical undergraduates. It emphasizes the constructive influence of tutor-undergraduate feedback, authoritative teaching styles, providing valuable insights for establishing an effective mentorship framework.

Citizen science helps to raise awareness about gut microbiome health in people at risk of developing non-communicable diseases

Citizens lack knowledge about the impact of gut microbiota on health and how lifestyle and dietary choices can influence it, leading to Non-Communicable Diseases (NCDs) and affecting overall well-being. Participatory action research (PAR) is a promising approach to enhance communication and encourage individuals to adopt healthier behaviors and improve their health. In this study, we explored the feasibility of integrating the photovoice method with citizen science approaches to assess the impact of social and environmental factors on gut microbiota health. In this context, citizen science approaches entailed the involvement of participants in the collection of samples for subsequent analysis, specifically gut microbiome assessment via 16S rRNA gene sequencing. We recruited 70 volunteers and organized six photovoice groups based on age and educational background. Participants selected 64 photographs that represented the influence of daily habits on gut microbiota health and created four photovoice themes. Analysis of the gut microbiome using 16S rRNA gene sequencing identified 474 taxa, and in-depth microbial analysis revealed three clusters of people based on gut microbiome diversity and body mass index (BMI). Our findings indicate that participants enhanced their knowledge of gut microbiome health through PAR activities, and we found a correlation between lower microbial diversity, higher BMI, and better achievement of learning outcomes. Using PAR as a methodology is an effective way to increase citizens' awareness and engagement in self-care, maintain healthy gut microbiota, and prevent NCD development. These interventions are particularly beneficial for individuals at higher risk of developing NCDs.

Using The Cancer Genome Atlas as a Tool to Improve Undergraduate Student Understanding of Cancer Genetics and the Hallmarks of Cancer Progression

Undergraduate students harbor a number of misconceptions about the complexity of cancer. Though educational interventions have been shown to promote student learning of various aspects of this ubiquitous disease, to date no studies have evaluated undergraduate student understanding of the Hallmarks of Cancer, a set of core properties that have emerged as the defining characteristics that drive cancer development and progression. This study documents poor baseline knowledge of many fundamental aspects of cancer biology and genetics by 2nd- and 3rd-year undergraduate students, and it evaluates the efficacy of a student-centered project as a pedagogical strategy for improving student understanding of both the hallmarks of cancer and the genetic influences that drive their acquisition by cancer cells. Using genomic and transcriptomic datasets from The Cancer Genome Atlas, students investigated the most common genetic aberrations associated with specific cancer types of interest and then researched the functions of these altered genes in order to link their aberrations with specific hallmark properties of cancer. A pre-/post-project assessment of student understanding of topics related to the hallmarks of cancer demonstrated the efficacy of this approach as a means of educating undergraduate students about core cancer concepts.

Absence makes the mind grow stronger - Educating in a pandemic and beyond

With more than one academic year into the pandemic, it is timely to consider the lessons we learnt, and how they could shape education in the future. Papers from around the globe, reflecting on the directions we took and could take, were published in the FEMS Microbiology Letters virtual Thematic Issue 'Educating in a pandemic and beyond' in October 2021. Its content is reviewed here to facilitate discussions within the professional community. Online platforms and tools, that allowed a rapid emergency response, are covered, as well as enhancing student engagement, complementing and blending in-person activities with online elements for more flexible and accessible learning opportunities, the need for educator training, and improving science literacy overall and microbiology literacy specifically. As we go forward, in order to benefit from blended and flexible learning, we need to select our approaches based on evidence, and mindful of the potential impact on learners and educators. Education did not only continue during the pandemic, but it evolved, leading us into the future.

Developing critical appraisal and evidence synthesis skills in future microbiologists

The Covid-19 pandemic has demanded modifications to undergraduates' learning experiences and promised a more challenging scientific world in which they will live. Bespoke evidence synthesis and critical appraisal skills modules are an opportunity to utilize our information-saturated world to our advantage. This program of study made use of a virtual journal club, structured literature searches, scoping review methods and a variety of online research tools to navigate and critique the literature. The program design is here outlined with sample learning objectives and reference to the resources used.