An introductory biology research-rich laboratory course shows improvements in students' research skills, confidence, and attitudes

Diving into research without wading through content: A skills-based cell biology course emphasizing the unknown

In a typical undergraduate biology curriculum, students do not dive into research until they first wade through large amounts of content. Biology courses in the first few years of the college curriculum tend to be lecture-based and exam-based courses. As a result, science students are mainly exposed to content knowledge-not the skills scientists practice daily. While students may practice manual techniques in lab sections of lecture courses, the higher-level analytical research skills are reserved for the final semesters of college. To address this issue, we created an undergraduate cell biology course centered around practicing research skills, and fully accessible to students with no prerequisite content knowledge. In our course, students read primary literature (no textbooks) and were assessed by writing 12 analytical response papers and a full research proposal (no exams). Each student chose a topic for their semester-long project, conducted a literature review, and proposed future experiments-all in a stepwise fashion with plentiful feedback. The students' thorough comprehension of the primary literature, along with successful completion of the research proposals, shows that the course achieved its goals of building these skills-even in the nonbiology majors taking this pilot course. Pre- and post-survey results demonstrate that students gained feelings of confidence and preparedness for future research experiences. We envision a future model in which such a skills-based course replaces a more traditional cell biology course, giving students the opportunity to practice high-level analytical research skills from very early on in the undergraduate biology curriculum.

An Equity-Focused Redesign of an Introductory Organismal Biology Lab Course To Develop Foundational Scientific Practices

Laboratory courses can serve as important avenues to equitably support introductory biology students to develop foundational scientific literacy skills while experiencing the authentic research process. We present a model for an equity-focused redesign of an introductory organismal biology laboratory course at a teaching institution with limited research infrastructure. We incorporated elements of inquiry, structure, and climate into our three redesigned course components: weekly research investigations, skill-building assignments, and student-designed group projects. Students were trained in the research process through weekly experiments using locally relevant model organisms, collecting and analyzing novel data and writing brief results sections in the conventions of a research journal article. Student groups then collaborated to complete a student-designed research project and poster presentation using one of the model organisms. Through weekly inquiry labs and practice in skill-building assignments, most students in the sample mastered skills in analyzing, graphing, and writing about experimental results. Notably, students mastered skills that were practiced more frequently throughout the lab course, demonstrating the value of repeated and scaffolded practice. Students reported significant gains in self-efficacy and science identity, as well as sense of project ownership. Student gains were influenced by instructor but not their major or the semester in which they took the course, and growth occurred across students regardless of their incoming score on the presemester survey. This intentional course design model, combined with consistent expectations for instructors across multiple sections, has the potential to equitably support students with a range of prior knowledge and experiences to make meaningful gains in science literacy skills during an introductory semester.

A report on learning gains and student confidence after incorporating an enzyme purification and characterization course-based undergraduate experience

Course-based undergraduate research experiences (CUREs) can provide undergraduate students access to research opportunities when student and faculty resources are limited. In addition to expanding research opportunities, CUREs may also be explored as a pedagogical tool for improving student learning of course content and laboratory skills, as well as improving meta-cognitive features such as confidence. We examined how a 6-week CURE in an upper-level undergraduate biochemistry lab affected student gains in content knowledge and confidence in scientific abilities, compared to a non-CURE section of the same course. We find that gains in content knowledge were similar between CURE and non-CURE sections, indicating the CURE does not negatively impact student learning. The CURE was associated with a statistically significant gain in student confidence, compared to non-CURE group. These results show that even a relatively short CURE can be effective in improving student confidence at scientific research skills, in addition to expanding access to research.

The pilot study of a blended learning module using porcine tongue for surgical simulation of double‐opposing Z‐plasty

PURPOSE

Simulation course serves as an efficient supplement to the experiential learning inside the operation room in surgical residency programs. Furlow double-opposing Z-plasty (DOZ) remains an important and challenging surgical technique in cleft palate repair, but the simulation is currently limited. This study aims to develop a blended learning module with low-cost and easy-to-promote DOZ simulation.

METHODS

Comparison among the common rodent experimental animals and the readily available porcine tongue was made to select the ideal animal for surgical simulation, with which a DOZ learning module was developed. Oral surgery residents were enrolled to attend the blended learning module. An after-session questionnaire and a quiz were distributed to the participants to collect their feedback of the course perceptions and to assess their learning outcomes.

RESULTS

The porcine tongue had more advantages in simulating the human soft palate over the common experimental animals. The surgical procedure of DOZ could be well designed and simulated on the porcine tongue. The vast majority of the participant liked the learning module regarded it as beneficial for the comprehension if DOZ principles and procedures. With the help of the porcine tongue simulator, the blended learning module helped the participants grasp the designing principles of DOZ procedure and promote their associative learning.

CONCLUSIONS

The blended learning module incorporating the porcine tongue simulator can help oral surgery residents master the principles and procedures of DOZ palatoplasty.