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Jenne A, Soong R, Downey K, Biswas RG, Decker V, Busse F, Goerling B, Haber A, Simpson MJ, Simpson AJ. Brewing alcohol 101: An undergraduate experiment utilizing benchtop NMR for quantification and process monitoring. MAGNETIC RESONANCE IN CHEMISTRY : MRC 2024; 62:429-438. [PMID: 38230451 DOI: 10.1002/mrc.5428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2023] [Revised: 12/22/2023] [Accepted: 01/01/2024] [Indexed: 01/18/2024]
Abstract
In recent years there has been a renewed interest in benchtop NMR. Given their lower cost of ownership, smaller footprint, and ease of use, they are especially suited as an educational tool. Here, a new experiment targeted at upper-year undergraduates and first-year graduate students follows the conversion of D-glucose into ethanol at low-field. First, high and low-field data on D-glucose are compared and students learn both the Hz and ppm scales and how J-coupling is field-independent. The students then acquire their own quantitative NMR datasets and perform the quantification using an Electronic Reference To Access In Vivo Concentration (ERETIC) technique. To our knowledge ERETIC is not currently taught at the undergraduate level, but has an advantage in that internal standards are not required; ideal for following processes or with future use in flow-based benchtop monitoring. Using this quantitative data, students can relate a simple chemical process (fermentation) back to more complex topics such as reaction kinetics, bridging the gaps between analytical and physical chemistry. When asked to reflect on the experiment, students had an overwhelmingly positive experience, citing agreement with learning objectives, ease of understanding the protocol, and enjoyment. Each of the respondents recommended this experiment as a learning tool for others. This experiment has been outlined for other instructors to utilize in their own courses across institutions, with the hope that a continued expansion of low-field NMR will increase accessibility and learning opportunities at the undergraduate level.
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Affiliation(s)
- Amy Jenne
- Environmental NMR Center, University of Toronto Scarborough, Toronto, ON, Canada
| | - Ronald Soong
- Environmental NMR Center, University of Toronto Scarborough, Toronto, ON, Canada
| | - Katelyn Downey
- Environmental NMR Center, University of Toronto Scarborough, Toronto, ON, Canada
| | | | | | | | | | | | - Myrna J Simpson
- Environmental NMR Center, University of Toronto Scarborough, Toronto, ON, Canada
| | - Andre J Simpson
- Environmental NMR Center, University of Toronto Scarborough, Toronto, ON, Canada
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Anderson LC, Fernandez-Branson C. Alignment of learning objectives, assessments, and active learning to promote critical thinking in a first-year medical physiology course: lessons learned. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:385-394. [PMID: 38511215 DOI: 10.1152/advan.00096.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Revised: 02/13/2024] [Accepted: 03/14/2024] [Indexed: 03/22/2024]
Abstract
Medical students must be adept at critical thinking to successfully meet the learning objectives of their preclinical coursework. To encourage student success on assessments, the course director of a first-year medical physiology course emphasized the use of learning objectives that were explicitly aligned with formative assessments in class. The course director introduced the physiology discipline, learning objectives, and evidence-based methods of studying to students on the first day of class. Thereafter, class sessions started with a review of the learning objectives for that session and included active learning opportunities such as retrieval practice. The instructor provided short answer formative assessments aligned with the learning objectives, intended to help the students apply and integrate the concepts. Midsemester, students received a link to an online survey with questions on studying habits, class attendance, and student engagement. After finals, students were invited to participate in focus groups about their class experience. A qualitative researcher moderated focus groups, recorded responses, and analyzed the narrative data. Of 175 students, 95 submitted anonymous online surveys. Student engagement was significantly correlated with in-person class attendance (r = 0.26, T = 2.5, P = 0.01) and the completion of open-ended formative assessments (r = 0.33, T = 3.3, P = 0.001). Focus groups were held via videoconference. From the class, 14 students participated in 4 focus groups; focus group participants were mostly women (11 of 14) and mostly in-class attendees (13 of 14). The students in this sample valued critical thinking but misunderstood expectations on exams and few students used learning objectives to study.NEW & NOTEWORTHY We introduced formative assessments and study techniques to first-year medical students in a physiology course. Mastery of learning objectives was emphasized as the key to success. We asked how they studied physiology through an anonymous online survey and focus group interviews. The students enjoyed physiology but had difficulty with exam expectations. Helping students use learning objectives to guide their study may lead to improved exam scores. It may also help administrators meet their curriculum goals.
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Affiliation(s)
- Lisa Carney Anderson
- Department of Integrative Biology and Physiology, University of Minnesota, Minneapolis, Minnesota, United States
| | - Carolina Fernandez-Branson
- Department of Professional Communication, Metropolitan State University, St. Paul, Minnesota, United States
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Clark N, Hsu JL. Insight from Biology Program Learning Outcomes: Implications for Teaching, Learning, and Assessment. CBE LIFE SCIENCES EDUCATION 2023; 22:ar5. [PMID: 36637376 PMCID: PMC10074271 DOI: 10.1187/cbe.22-09-0177] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 11/08/2022] [Accepted: 12/02/2022] [Indexed: 06/08/2023]
Abstract
Learning goals and objectives are a key part of instruction, informing curricular design, assessment, and learning. These goals and objectives are also applied at the programmatic level, with program learning outcomes (PLOs) providing insight into the skills that undergraduate biology programs intend for their students to master. PLOs are mandated by all major higher education accreditation agencies and play integral roles in programmatic assessment. Despite their importance, however, there have not been any prior attempts to characterize PLOs across undergraduate biology programs in the United States. Our study reveals that many programs may not be using PLOs to communicate learning goals with students. We also identify key themes across these PLOs and differences in skills listed between institution types. For example, some Vision & Change core competencies (e.g., interdisciplinary nature of science; connecting science to society; quantitative reasoning) are highlighted by a low percentage of programs, while others are shared more frequently between programs. Similarly, we find that biology programs at 4-year institutions likely emphasize PLOs relating to computational skills and research more than at 2-year institutions. We conclude by discussing implications for how to best use PLOs to support student learning, assessment, and curricular improvements.
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Affiliation(s)
- Noelle Clark
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
| | - Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
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Orr RB, Csikari MM, Freeman S, Rodriguez MC. Writing and Using Learning Objectives. CBE LIFE SCIENCES EDUCATION 2022; 21:fe3. [PMID: 35998163 PMCID: PMC9582829 DOI: 10.1187/cbe.22-04-0073] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 05/20/2022] [Accepted: 06/03/2022] [Indexed: 06/08/2023]
Abstract
Learning objectives (LOs) are used to communicate the purpose of instruction. Done well, they convey the expectations that the instructor-and by extension, the academic field-has in terms of what students should know and be able to do after completing a course of study. As a result, they help students better understand course activities and increase student performance on assessments. LOs also serve as the foundation of course design, as they help structure classroom practices and define the focus of assessments. Understanding the research can improve and refine instructor and student use of LOs. This essay describes an online, evidence-based teaching guide published by CBE-Life Sciences Education (LSE) at http://lse.ascb.org/learning-objectives. The guide contains condensed summaries of key research findings organized by recommendations for writing and using LOs, summaries of and links to research articles and other resources, and actionable advice in the form of a checklist for instructors. In addition to describing key features of the guide, we also identify areas that warrant further empirical studies.
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Affiliation(s)
- Rebecca B. Orr
- Division of Academic Affairs, Collin College, Plano, TX 75074
| | | | - Scott Freeman
- Department of Biology, University of Washington, Seattle, WA 98195
| | - Michael C. Rodriguez
- Educational Psychology, College of Education and Human Development, University of Minnesota, Minneapolis, MN 55455
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Sivaramalingam J, Rajendiran KS, Mohan M, Premlal KS, Yadhav SK, Satyamurthy GDV, Rangasamy S, Diravyaseelan M, Jamir L, Pandey DKU, Mohan SK, Cassinadane AV. Effect of webinars in teaching-learning process in medical and allied health science students during COVID-19 pandemic: A cross-sectional study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:274. [PMID: 36325216 PMCID: PMC9621355 DOI: 10.4103/jehp.jehp_1450_21] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 01/10/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND COVID-19 pandemic lockdown has brought all sectors to be dwindled with no exception of the academic system. Even professional courses like medical and allied health academic courses were also not spared. The academic requirements were not met as required to do so. Webinar has become a good source of virtual platform acting as a bridge for attaining the gaps in accomplishing the curriculum to the students during these curfew times. Our study aimed to know the value of webinars on teaching-learning processes among the medical and allied health science students in India. MATERIALS AND METHODS The study design is a cross-sectional study with 2084 students who attended at least one webinar. An online survey questionnaire was sent, and the data were collected on participant's perspective on the effectiveness of webinar, post webinar assessment by their satisfactory level of gain of information through webinars and their plan to apply in future. RESULTS Participant's perspective on effectiveness of webinar showed 66.7% of agreement with the webinar use. In post webinar assessment, the use of webinar was in agreement with 69.9% of the participants. Furthermore, we observed a significant association with the gain of information in post webinar assessment (P < 0.05) and a significant association with their plan to apply in future (P < 0.05). CONCLUSION Our results showed that the students were satisfied with the webinar teaching and acknowledged it to be an effective tool in the teaching-learning process to gain new knowledge and wish to attend webinars in future as a part of their curriculum. Thus, webinars have a constructive effect in the teaching and learning process in professional courses during pandemic lockdown.
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Affiliation(s)
- Janani Sivaramalingam
- Department of Biostatistics, Community Medicine, Sri Venkateshwaraa Medical College Hospital and Research Centre, Puducherry, India
| | - Kalai Selvi Rajendiran
- Department of Biochemistry, Panimalar Medical College Hospital & Research Institute, Chennai, Tamil Nadu, India
| | - Monisha Mohan
- Department of Biochemistry, Saveetha Medical College and Hospital, Chennai, Tamil Nadu, India
| | - K. S. Premlal
- Department of Community Medicine, Malabar Medical College, Kozhikode, Kerala, India
| | - Santosh Kumar Yadhav
- Department of Microbiology, All India Institute of Medical Sciences, Deoghar, Jharkhand, India
| | - G. D. V. Satyamurthy
- Department of Biochemistry, Chettinad Health City, Kelambakkam, Chennai, Tamil Nadu, India
| | - Surendar Rangasamy
- Department of Community Medicine, Sri Venkateshwaraa Medical College Hospital and Research Centre, Puducherry, India
| | - M. Diravyaseelan
- Department of Biochemistry, All India Institute of Medical Sciences, New Delhi, India
| | - Lendiwabang Jamir
- Department of General Medicine, North Bengal Medical College, Siliguri, West Bengal, India
| | | | - Surapaneni Krishna Mohan
- Department of Biochemistry, Panimalar Medical College Hospital & Research Institute, Chennai, Tamil Nadu, India
- Department of Medical Education, Panimalar Medical College Hospital & Research Institute, Chennai, Tamil Nadu, India
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Ewell SN, Cotner S, Drake AG, Fagbodun S, Google A, Robinson L, Soneral P, Ballen CJ. Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2022; 23:e00260-21. [PMID: 35496703 PMCID: PMC9053018 DOI: 10.1128/jmbe.00260-21] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 01/11/2022] [Indexed: 06/08/2023]
Abstract
To achieve meaningful learning experiences in online classrooms, students must become self-regulated learners through the development of effective study habits. Currently, there is no set of recommendations to promote study habits in online biology learning environments. To fill gaps in our understanding, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened virtually in June 2021. We identify student barriers to self-regulated learning in online environments and present eight practical recommendations to help biology educators and biology education researchers apply and advance evidence-based study habits in online courses. As higher education institutions continue to offer online learning opportunities, we hope this essay equips instructors with the knowledge and tools to promote student success in online biology coursework.
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Affiliation(s)
- Sharday N. Ewell
- Department of Biological Sciences, Auburn University, Auburn, Alabama, USA
| | - Sehoya Cotner
- Department of Biological Sciences/bioCEED Centre for Excellence in Biology Education, University of Bergen, Bergen, Norway
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, Minnesota, USA
| | - Abby Grace Drake
- Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, New York, USA
| | | | - Angela Google
- Department of Biology, University of South Alabama, Mobile, Alabama, USA
| | - Lecia Robinson
- Department of Biology, Tuskegee University, Tuskegee, Alabama, USA
| | - Paula Soneral
- Department of Biological Sciences, Bethel University, St. Paul, Minnesota, USA
| | - Cissy J. Ballen
- Department of Biological Sciences, Auburn University, Auburn, Alabama, USA
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Using technology to automate syllabus construction for programmatic, curricular, faculty and experiential assessment activities. INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT 2021. [DOI: 10.1108/ijem-10-2020-0494] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeWith a growing need to assess multiple aspects of healthcare education, the goal of this study was to develop an innovative web-based application to streamline assessment processes and meet the increasingly complex role of the educational manager.Design/methodology/approachAARDVARC (Automated Approach to Reviewing and Developing Valuable Assessment Resources for your Curriculum) was created with the core function of standardizing course syllabi through the use of a web-based portal and the ability to query fields within the portal to collect multiple points of data. AARDVARC permits quick and efficient gathering of programmatic, curricular, faculty, teaching, preceptor and financial data to facilitate meaningful change and a shared responsibility of assessment. This software has allowed automatic completion of complex analytics each semester, including coverage of program outcomes, course learning objectives, teaching and assessment methods, course readings, topics covered in the curriculum, faculty teaching hours, experiential activities, coverage of disease states and scheduling of peer observation of teaching.FindingsThree years after its initial launch, AARDVARC is now used by 520 faculty, 60 staff, 44 preceptors and over 2,000 students across multiple health profession and science programs. Data analytics through AARDVARC have allowed the School to reimagine how assessment can be conducted and have provided a pathway for making evidence-based programmatic and curricular changes.Originality/valueThis original software has provided an innovative approach to conduct assessment that combines best practices in curriculum, assessment, data analytics and educational technology while improving the overall quality, speed, and efficiency of academic and business operations.
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Thanprasertsuk S, Jumrustanasan T, Somboonkusolsil L, Khwanjaipanich S, Sukkee J, Watanatada P, Qureshi SP, Bongsebandhu-Phubhakdi S. The concept-sharing approach: a teaching strategy to promote objective-oriented learning and academic performance in medical students. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:369-375. [PMID: 33961514 DOI: 10.1152/advan.00151.2020] [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: 08/11/2020] [Accepted: 03/15/2021] [Indexed: 06/12/2023]
Abstract
Traditionally teachers display the learning outline at the beginning and conclusions at the end of didactic teaching sessions, and students may find it difficult to understand how teaching activities relate to learning objectives and what they should study for assessments. We introduced the "concept-sharing approach" in our neurophysiology course. This approach explicates how the content relates with learning objectives throughout the entirety of each teaching session to help the students assimilate the learning material and direct their learning in an objective-orientated way. In this study, we aimed to examine satisfaction of the concept-sharing approach in medical students and to investigate the relationship between student perception of this teaching strategy and academic performance. The results demonstrated that most participants (74.1%) had a positive impression of this teaching strategy at the end of the course, which was significantly >50.7% at the beginning of the course (P < 0.001). The participants who agreed the concept-sharing approach was useful had significantly higher final assessment (P = 0.014) and end-of-course formative assessment scores (P = 0.001). The findings indicate that after experiencing this new teaching approach, medical students appreciate its utility and that students who engage with this approach are more likely to perform well in assessments. In summary, the concept-sharing approach is a simple teaching strategy which was favored by students and may promote academic performance.
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Affiliation(s)
- Sekh Thanprasertsuk
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
- Chulalongkorn Cognitive Clinical and Computational Neuroscience Special Task Force for Activating Research (STAR), Chulalongkorn University, Bangkok, Thailand
| | - Tanoo Jumrustanasan
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Laksanaree Somboonkusolsil
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
- Bhumibol Adulyadej Hospital, Bangkok, Thailand
| | - Sirawit Khwanjaipanich
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
- Chonburi Hospital, Chonburi, Thailand
| | - Jirawin Sukkee
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Pasakorn Watanatada
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Shaun Peter Qureshi
- Edinburgh Medical School, University of Edinburgh, Edinburgh, United Kingdom
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Hsu JL, Goldsmith GR. Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students. CBE LIFE SCIENCES EDUCATION 2021; 20:es1. [PMID: 33635124 PMCID: PMC8108494 DOI: 10.1187/cbe.20-08-0189] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 01/04/2021] [Accepted: 01/08/2021] [Indexed: 05/05/2023]
Abstract
While student stress and anxiety are frequently cited as having negative effects on students' academic performance, the role that instructors can play in mitigating these challenges is often underappreciated. We provide summaries of different evidence-based strategies, ranging from changes in instructional strategies to specific classroom interventions, that instructors may employ to address and ameliorate student stress and anxiety. While we focus on students in science, technology, engineering, and mathematics, the strategies we delineate may be more broadly applicable. We begin by highlighting ways in which instructors can learn about and prepare to act to alleviate stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches may collectively reduce student stress and anxiety, as well as improve student performance. We then discuss the roles that instructors may play in empowering students with skills that improve their time management, studying, and approach toward learning, with an eye toward ensuring their success across all their academic endeavors. We conclude by noting areas in which further research is needed to determine best practices for alleviating student stress and anxiety.
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Affiliation(s)
- Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
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10
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Sana F, Forrin ND, Sharma M, Dubljevic T, Ho P, Jalil E, Kim JA. Optimizing the Efficacy of Learning Objectives through Pretests. CBE LIFE SCIENCES EDUCATION 2020; 19:ar43. [PMID: 32870085 PMCID: PMC8711814 DOI: 10.1187/cbe.19-11-0257] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2019] [Revised: 05/08/2020] [Accepted: 05/20/2020] [Indexed: 06/08/2023]
Abstract
Learning objectives (LOs) are statements that typically precede a study session and describe the knowledge students should obtain by the end of the session. Despite their widespread use, limited research has investigated the effect of LOs on learning. In three laboratory experiments, we examined the extent to which LOs improve retention of information. Participants in each experiment read five passages on a neuroscience topic and took a final test that measured how well they retained the information. Presenting LOs before each corresponding passage increased performance on the final test compared with not presenting LOs (experiment 1). Actively presenting LOs increased their pedagogical value: Performance on the final test was highest when participants answered multiple-choice pretest questions compared with when they read traditional LO statements or statements that included target facts (experiment 2). Interestingly, when feedback was provided on pretest responses, performance on the final test decreased, regardless of whether the pretest format was multiple choice or short answer (experiment 3). Together, these findings suggest that, compared with the passive presentation of LO statements, pretesting (especially without feedback) is a more active method that optimizes learning.
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Affiliation(s)
- Faria Sana
- Centre for Psychology, Athabasca University, Edmonton, Alberta, T5J 3S8, Canada
- Department of Psychology, Neuroscience & Behaviour, Hamilton, Ontario, L8S 4K1, Canada
| | - Noah D. Forrin
- Department of Psychology, Neuroscience & Behaviour, Hamilton, Ontario, L8S 4K1, Canada
| | - Mrinalini Sharma
- Department of Psychology, Neuroscience & Behaviour, Hamilton, Ontario, L8S 4K1, Canada
| | - Tamara Dubljevic
- Department of Psychology, Neuroscience & Behaviour, Hamilton, Ontario, L8S 4K1, Canada
| | - Peter Ho
- Department of Psychology, Neuroscience & Behaviour, Hamilton, Ontario, L8S 4K1, Canada
| | - Ezza Jalil
- Department of Psychology, Neuroscience & Behaviour, Hamilton, Ontario, L8S 4K1, Canada
| | - Joseph A. Kim
- Department of Psychology, Neuroscience & Behaviour, Hamilton, Ontario, L8S 4K1, Canada
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Shankar R, Amir R. The Effectiveness of Mandala Colouring Therapy in Increasing Year 3 Pupils’ Focus during the Initial Lesson. ACTA ACUST UNITED AC 2020. [DOI: 10.4236/ce.2020.114043] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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12
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Stanton JD, Dye KM, Johnson M. Knowledge of Learning Makes a Difference: A Comparison of Metacognition in Introductory and Senior-Level Biology Students. CBE LIFE SCIENCES EDUCATION 2019; 18:ar24. [PMID: 31144572 PMCID: PMC6755210 DOI: 10.1187/cbe.18-12-0239] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Metacognitive regulation occurs when learners regulate their thinking in order to learn. We asked how introductory and senior-level biology students compare in their use of the metacognitive regulation skill of evaluation, which is the ability to appraise the effectiveness of an individual learning strategy or an overall study plan. We coded student answers to an exam self-evaluation assignment for evidence of evaluating (n = 315). We found that introductory and senior students demonstrated similar ability to evaluate their individual strategies, but senior students were better at evaluating their overall plans. We examined students' reasoning and found that senior students use knowledge of how people learn to evaluate effective strategies, whereas introductory students consider how well a strategy aligns with the exam to determine its effectiveness. Senior students consider modifying their use of a strategy to improve its effectiveness, whereas introductory students abandon strategies they evaluate as ineffective. Both groups use performance to evaluate their plans, and some students use their feelings as a proxy for metacognition. These data reveal differences between introductory and senior students, which suggest ways metacognition might develop over time. We contextualize these results using research from cognitive science, and we consider how learning contexts can affect students' metacognition.
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Affiliation(s)
- Julie Dangremond Stanton
- Department of Cellular Biology, University of Georgia, Athens, GA 30602
- *Address correspondence to: Julie Dangremond Stanton ()
| | | | - Me’Shae Johnson
- Department of Cellular Biology, University of Georgia, Athens, GA 30602
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Rosen BL, Bishop JM, Anderson R, Real FJ, Klein MD, Kreps GL. A content analysis of HPV vaccine online continuing medical education purpose statements and learning objectives. Hum Vaccin Immunother 2019; 15:1508-1518. [PMID: 30932718 PMCID: PMC6746467 DOI: 10.1080/21645515.2019.1587273] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2018] [Revised: 02/06/2019] [Accepted: 02/20/2019] [Indexed: 10/27/2022] Open
Abstract
Numerous online HPV vaccine education interventions for clinicians have been created to improve HPV vaccinations rates. The aims for this study were to (1) assess the content of the purpose statements and learning objectives of online HPV vaccine continuing medical education (CME) activities developed for clinicians and (2) identify themes and gaps in the purpose statements and learning objectives. A content analysis was conducted of the purpose statements and learning objectives for each HPV vaccine online CME activity. Open coding identified the following purpose statements topics: 1) delivering recommendations, 2) HPV epidemiology, 3) HPV vaccine, 4) guidelines, and 5) medical news. The following topics for learning objectives were identified: 1) delivering recommendations, 2) strategies, 3) HPV epidemiology, 4) HPV vaccine, 5) guidelines, 6) prevention services, 7) HPV vaccination advocacy, and 8) disparities. Phrases about guidelines for vaccine administration and vaccine recommendation guidelines were the most common for purpose statements and learning objectives, respectively. One learning objective focused on behavior/skill change, which is concerning considering clinicians do not feel well prepared to provide strong vaccine recommendations. Clear and intentional purpose statements and learning objectives must be used to guide the development of effective CME activities.
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Affiliation(s)
| | | | - Ryan Anderson
- Public Health Student College of Medicine, University of Cincinnati
| | - Francis J. Real
- Pediatrics Cincinnati Children’s Hospital Medical Center, University of Cincinnati
| | - Melissa D. Klein
- Pediatrics Cincinnati Children’s Hospital Medical Center, University of Cincinnati
- Department of Communication, Center for Health and Risk Communication, George Mason University
| | - Gary L. Kreps
- Department of Communication, Center for Health and Risk Communication,George Mason University, Fairfax, Virginia
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Sautière PE, Blervacq AS, Vizioli J. Production and uses of e-learning tools for animal biology education at university. THE EUROPEAN ZOOLOGICAL JOURNAL 2019. [DOI: 10.1080/24750263.2019.1582722] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Affiliation(s)
| | - A.-S. Blervacq
- Univ. Lille, CNRS, UMR 8576 – UGSF – Unité de Glycobiologie Structurale et Fonctionnelle, Lille, France
| | - J. Vizioli
- Univ. Lille, Inserm, U-1192 – Laboratoire Protéomique, Réponse Inflammatoire et Spectrométrie de Masse - PRISM, Lille, France
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