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Santos-Díaz A, Montesinos L, Barrera-Esparza M, Del Mar Perez-Desentis M, Salinas-Navarro DE. Implementing a challenge-based learning experience in a bioinstrumentation blended course. BMC MEDICAL EDUCATION 2024; 24:510. [PMID: 38720261 PMCID: PMC11077816 DOI: 10.1186/s12909-024-05462-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Accepted: 04/24/2024] [Indexed: 05/12/2024]
Abstract
BACKGROUND Bioinstrumentation is essential to biomedical engineering (BME) undergraduate education and professional practice. Several strategies have been suggested to provide BME students with hands-on experiences throughout the curriculum, promoting their preparedness to pursue careers in industry and academia while increasing their learning and engagement. This paper describes the implementation of challenge-based learning (CBL) in an undergraduate bioinstrumentation blended course over the COVID-19 pandemic. METHODS The CBL experience was implemented in a third-year bioinstrumentation course from the BME program at Tecnologico de Monterrey. Thirty-nine students enrolled in two sections formed fourteen teams that tackled blended learning activities, including online communication, lab experiments, and in-person CBL activities. Regarding the latter, students were challenged to design, prototype, and test a respiratory or cardiac gating device for radiotherapy. An institutional student opinion survey was used to assess the success of our CBL implementation. RESULTS Student responses to the end-of-term survey showed that they strongly agreed that this course challenged them to learn new concepts and develop new skills. Furthermore, they rated the student-lecturer interaction very positively despite the blended format. Overall, students assessed their learning experience positively. However, implementing this CBL experience required a substantial time increase in planning, student tutoring, and constant communication between lecturers and the industry partner. CONCLUSION This work provides an effective instance of CBL for BME education to improve students' learning experience despite decreased resource efficiency. Our claim is supported by the student's performance and the positive feedback from our industrial partner.
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Affiliation(s)
| | - Luis Montesinos
- School of Engineering and Sciences, Tecnologico de Monterrey, Mexico City, Mexico.
- Institute of Advanced Materials for Sustainable Manufacturing, Tecnologico de Monterrey, Mexico City, Mexico.
| | - María Barrera-Esparza
- School of Engineering and Sciences, Tecnologico de Monterrey, Mexico City, Mexico
- Hospital Angeles Lomas, Mexico City, Mexico
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McKee F, Wolf JD, Simon S, Floyd JH. Teaching transferable skills in teamwork, accountability, goal setting, writing, and problem-solving in a non-major microbiology lab: the unknown bacteria experiment redefined. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00135-23. [PMID: 38107995 PMCID: PMC10720494 DOI: 10.1128/jmbe.00135-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/07/2023] [Accepted: 08/14/2023] [Indexed: 12/19/2023]
Abstract
College to Career is a phrase that we often use to describe the skills and abilities that students should achieve while preparing for college and/or careers. To help prepare our students for their future careers, we developed a microbiology laboratory curriculum based on factors identified to improve college-to-career readiness. These factors include content knowledge, analyzing and interpreting data, accountability, goal setting, and teamwork. At the core of the design are inquiry and problem-based learning. This approach allows students to actively engage in the scientific process while collaborating with classmates and learning technical and transferable career skills. The curriculum includes microbiology laboratory skills, including plating, serial dilutions, and biochemical tests, with integrated opportunities for students to engage in critical thinking, analysis and interpretation of data, teamwork, goal setting, decision-making, and scientific writing.
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Affiliation(s)
- Felicia McKee
- Department of Biology, Georgia State University, Atlanta, Georgia, USA
| | - Josef D. Wolf
- Department of Biology, Georgia State University, Atlanta, Georgia, USA
| | - Samantha Simon
- Department of Biology, Georgia State University, Atlanta, Georgia, USA
| | - Jeanetta H. Floyd
- Department of Biology, Georgetown University, Washington, Washington D.C, USA
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Keen C, Phillips G, Thelwell M, Humphreys L, Evans L, Copeland R. Establishing Innovative Complex Services: Learning from the Active Together Cancer Prehabilitation and Rehabilitation Service. Healthcare (Basel) 2023; 11:3007. [PMID: 38063575 PMCID: PMC10706618 DOI: 10.3390/healthcare11233007] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2023] [Revised: 11/05/2023] [Accepted: 11/18/2023] [Indexed: 06/27/2024] Open
Abstract
Prehabilitation and rehabilitation will be essential services in an ageing population to support patients with cancer to live well through their life spans. Active Together is a novel evidence-based service embedded within existing healthcare pathways in an innovative collaboration between health, academic, and charity organisations. Designed to improve outcomes for cancer patients and reduce the demand on healthcare resources, it offers physical, nutritional, and psychological prehabilitation and rehabilitation support to patients undergoing cancer treatment. The service is underpinned by behaviour change theories and an individualised and personalised approach to care, addressing the health inequalities that might come about through age, poverty, ethnicity, or culture. Meeting the challenge of delivering high-quality services across multiple stakeholders, while addressing the complexity of patient need, has required skilled leadership, flexibility, and innovation. To support patients equally, regardless of geography or demographics, future services will need to be scaled regionally and be available in locations amenable to the populations they serve. To deliver these services across wide geographic regions, involving multiple providers and complex patient pathways, will require a systems approach. This means embracing and addressing the complexity of the contexts within which these services are delivered, to ensure efficient, high-quality provision of care, while supporting staff well-being and meeting the needs of patients.
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Affiliation(s)
- Carol Keen
- Sheffield Teaching Hospitals NHS Foundation Trust, Sheffield S9 3TY, UK
| | - Gail Phillips
- Advanced Wellbeing Research Centre, Sheffield Hallam University, Sheffield S9 3TU, UK
| | - Michael Thelwell
- Advanced Wellbeing Research Centre, Sheffield Hallam University, Sheffield S9 3TU, UK
| | - Liam Humphreys
- Advanced Wellbeing Research Centre, Sheffield Hallam University, Sheffield S9 3TU, UK
| | - Laura Evans
- Sheffield Teaching Hospitals NHS Foundation Trust, Sheffield S9 3TY, UK
| | - Rob Copeland
- Advanced Wellbeing Research Centre, Sheffield Hallam University, Sheffield S9 3TU, UK
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Rodrigues da Silva Noll Gonçalves J, Noll Gonçalves R, da Rosa SV, Schaia Rocha Orsi J, Santos de Paula KM, Moysés SJ, Werneck RI. Potentialities and limitations of Interprofessional Education during graduation: a systematic review and thematic synthesis of qualitative studies. BMC MEDICAL EDUCATION 2023; 23:236. [PMID: 37046287 PMCID: PMC10099638 DOI: 10.1186/s12909-023-04211-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Accepted: 03/30/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND Rapid demographic, epidemiological, technological, cultural/behavioural, and educational transitions, as they become more complex, demand new integrated and complementary professional skills and abilities. Interprofessional Education (IPE) is a promising alternative to deal with these changes, especially in courses in the health area. This systematic review was to explore the potentialities and limitations of IPE, from the perspective of undergraduate students, through a thematic synthesis of qualitative studies. METHODS A thematic synthesis of qualitative studies was conducted. The question elaborated for this review was: "What is the impact of interprofessional education on the teaching and learning of students in the health area inserted in Higher Education Institutions?". The search strategy was performed in the electronic databases PubMed, Latin American and Caribbean Literature in Health Sciences (LILACS), Cochrane Library, and Scientific Electronic Library Online (SciELO). In addition, searches were carried out in grey literature on the ERIC platforms, ProQuest Disserts and Theses, and Academic Google. The assessment of the quality of the studies was carried out using the Critical Appraisal Skills Programme tool. Data were summarized through thematic synthesis. From the databases, 8,793 studies were identified. After standardized filters procedures, critical summaries, and assessment of relevance to the eligibility criteria, 14 articles were included. RESULTS The synthesis of the studies revealed the potential of this teaching approach, arranged in three analytical themes: learning from each other and about them; the value of education and interprofessional practice; patient-centred health care. On the other hand, some limitations were also identified, such as barriers related to EIP; the difficulties related to teaching methodologies. CONCLUSION Overcoming the identified limitations can enhance the results of the IPE, in view of its impact on the education of students and on the health care of the population.
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Affiliation(s)
| | - Rodrigo Noll Gonçalves
- Postgraduate Programme in Public Policy at the Federal University of Paraná, No. 632, Prefeito Lothário Meissner Avenue, Curitiba, Paraná, 80210-170, Brazil
| | - Saulo Vinicius da Rosa
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, 80215-901, Curitiba, Paraná, Brazil
| | - Juliana Schaia Rocha Orsi
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, 80215-901, Curitiba, Paraná, Brazil
| | - Karoline Maria Santos de Paula
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, 80215-901, Curitiba, Paraná, Brazil
| | - Samuel Jorge Moysés
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, 80215-901, Curitiba, Paraná, Brazil
| | - Renata Iani Werneck
- School of Life Sciences, Pontifical Catholic University of Paraná, No. 1155, Imaculada Conceição Street, 80215-901, Curitiba, Paraná, Brazil
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Verma S, Yacob MS, Kirpalani A. Outcomes of inquiry-based learning in health professions education: a scoping review. CANADIAN MEDICAL EDUCATION JOURNAL 2023; 14:89-118. [PMID: 37304622 PMCID: PMC10254116 DOI: 10.36834/cmej.75144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Background Open inquiry-based learning (IBL) that aims to foster higher-level thinking, is defined by students formulating their own questions and learning through exploration. The present study aimed to summarize the breadth of metrics used to evaluate health professions trainees in open IBL curricula. Methods We conducted a scoping review to identify publications detailing trainee outcomes in open IBL initiatives in health professions education. We queried five databases and included studies which described interventions with five phases of IBL (orientation, conceptualization, investigation, conclusion, and discussion). We completed abstract and full text reviews in duplicate. Data were collated and summarized. Results From 3030 record, 21 studies were included in the final extraction (k = 0.94), with nine involving physician trainees and twelve involving nursing trainees. Three studies used validated data collection tools to measure student inquiry behavior, and a single study used a validated data collection tool to measure critical thinking abilities. Most studies (n = 11) reported trainee self-reported satisfaction or perceived gain of skills as the primary outcome. All four studies using validated tools reported high scores in inquiry behaviors at the end of the curriculum and results on critical thinking skills were mixed. One study collected serial data, while remaining studies collected pre-post or post-only data. Conclusion IBL has the potential to cultivate a climate of curiosity among health professions learners. However, studies have relied heavily on subjective outcomes. Limited studies reported standardized measures of inquiry behaviors suggest favorable results. Curriculum innovations using IBL could make use of existing tools to better understand their impact on students' inquiry-oriented skills.
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Affiliation(s)
- Subhrata Verma
- Division of Nephrology, The Hospital for Sick Children, Ontario, Canada
| | - Marina S Yacob
- Department of Paediatrics, Children’s Hospital of Eastern Ontario, Ontario, Canada
| | - Amrit Kirpalani
- Department of Paediatrics, Schulich School of Medicine and Dentistry, Western University, Ontario, Canada
- Division of Nephrology, Children’s Hospital, London Health Sciences Centre, Ontario, Canada
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Sun H, Wang P, Li Y. An integrated microbiome project for charactering microbial diversity in classroom based on virtual simulation experiments. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:171-179. [PMID: 36655544 DOI: 10.1002/bmb.21706] [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: 05/04/2022] [Accepted: 12/20/2022] [Indexed: 06/17/2023]
Abstract
Microbiome study requires both molecular techniques and bioinformatics skills, which are challenging for biologists to participate in this growing field. To introduce microbiome concepts and skills to students, a 6-week wet-lab and bioinformatics course for undergraduates was implemented through the project-based learning (PBL) approach. In the saliva microbiome project, students collected their saliva samples, performed DNA extraction and PCR amplification, followed by metagenomic analysis to compare the diversity and abundances of microbes among samples. First, students are required to practice molecular techniques and bioinformatics analysis skills in a virtual simulation lab. To our knowledge, our study is the first one to incorporate a virtual lab into microbiome experience. Then, students applied their recently acquired skills to produce and analyze their own 16S amplicon sequencing data and reported their results via a scientific report. The student learning outcomes show that the Virtual lab can improve students' laboratory techniques and research capabilities. Moreover, a simple pipeline to analyze 16S rRNA gene amplicon sequencing data is introduced in a step-by-step manner that helps students to develop analysis skills. This project can be modified as either a virtual course or a module within another course such as microbiology, molecular biology, and bioinformatics. Our study provides evidence on the positive impact of virtual labs on learning outcomes in undergraduate science education.
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Affiliation(s)
- Hao Sun
- Department of Biological Engineering, School of Food Science and Biotechnology, Zhejiang Gongshang University, Hangzhou, China
| | - Pinmei Wang
- Ocean College, Zhejiang University, Zhoushan, China
| | - Yudong Li
- Department of Biological Engineering, School of Food Science and Biotechnology, Zhejiang Gongshang University, Hangzhou, China
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Wang T, Zhang L, Xie Z, Liu J. How does mathematical modeling competency affect the creativity of middle school students? The roles of curiosity and guided inquiry teaching. Front Psychol 2023; 13:1044580. [PMID: 36710738 PMCID: PMC9880854 DOI: 10.3389/fpsyg.2022.1044580] [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: 09/14/2022] [Accepted: 12/22/2022] [Indexed: 01/15/2023] Open
Abstract
Introduction Mathematical modeling has become a crucial competence in mathematics education in many countries and regions due to the increasingly complex real-world problems that students face in the 21st century. Previous research has shown that mathematical modeling contributes to the development of students' creativity, particularly with respect to stimulating and protecting the curiosity of children. However, previous studies have not explored or examined the relationships among middle school students' mathematical modeling competency, curiosity, and creativity based on data drawn from large-scale assessments and have not investigated the influence of teachers' teaching methods in this context. Methods This study used convenience sampling to select 4,531 seventh-grade students from eastern and western, urban and rural areas in China. Online tests and questionnaires were used to measure their mathematical modeling competency, curiosity, creativity and guided inquiry teaching, and a moderated mediation model was used to analyze the effect of mathematical modeling competency on creativity. Results The results showed the following. (1) There are statistically significant differences between boys and girls in terms of their mathematical modeling competency, curiosity, and creativity. Specifically, boys score significantly higher than girls on these variables. (2) Creativity exhibits a statistically significant positive correlation with mathematical modeling competency, curiosity, and guided inquiry teaching. (3) Curiosity mediates the relationship between mathematical modeling competency and creativity, and guided inquiry teaching moderates the influence of curiosity. In high-level guided inquiry teaching classes, curiosity has a stronger influence on creativity, and it mediates the relationship between mathematical modeling competency and creativity more strongly. Discussion This study empirically verified the influence of mathematical modeling competency on creativity and provided a possible way to cultivate children's creativity. Future research should use longitudinal analysis to verify the causal relationship between mathematical modeling competency and creativity and to systematically explore the possible path by which mathematical modeling competency affects creativity.
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Affiliation(s)
- Tian Wang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China,China Education Innovation Institute, Beijing Normal University, Zhuhai, China
| | - Libin Zhang
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Zhiyong Xie
- College of Teacher Education, South China Normal University, Guangzhou, China,*Correspondence: Jian Liu, ; Zhiyong Xie,
| | - Jian Liu
- Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China,China Education Innovation Institute, Beijing Normal University, Zhuhai, China,*Correspondence: Jian Liu, ; Zhiyong Xie,
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Chen H, Teng T, Chen H, Liu X, Liu Z, Li X, Jie W, Wu X, Cao L, Hongyan W, Zhu D, Zhou X. Motivation, self-efficacy, perception, curiosity, and barriers toward medical research among undergraduates in China. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:18-28. [PMID: 36285877 DOI: 10.1002/bmb.21684] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Revised: 09/25/2022] [Accepted: 10/05/2022] [Indexed: 06/16/2023]
Abstract
Medical research is important to scientific progress and medical education. Institutions worldwide have sought to increase student involvement in research such as clinician-scientists training programs, while little is known about how medical undergraduates perceive research. A cross-sectional study was conducted in Chongqing Medical University, Chongqing, China, with first-fourth year undergraduates. An online, anonymous, and self-rating 5-point Likert questionnaire was conducted to investigate medical undergraduates' demographic characteristics and assess motivation, self-efficacy, perception, curiosity, and barriers regarding medical research. Content validity was checked with experts and face validity was checked for clarity and understanding of the questionnaire. The Cronbach's alpha coefficient of the questions ranged from 0.813 to 0.879. A total of 3273 medical undergraduates were surveyed, and 86.62% (2835) participants (male 962, female 1873) were identified as effective. Males scored higher than females on self-efficacy (p < 0.001), perception (p = 0.017), and curiosity (p < 0.001), and lower on barriers (p < 0.001). The second year students are at the peak of their perception (p = 0.006) and lowest barrier scores (p = 0.003). Students with scientific research experience scored higher in motivation (p = 0.002), self-efficacy (p < 0.001), perception (p < 0.001), and curiosity (p < 0.001). Lack of proper mentoring opportunity (86.2%) and knowledge (84.5%) were the main barriers in conducting research. Even though they have a positive perspective, only a few undergraduates enrolled in research. Medical universities should encourage faculties to supervise and guide undergraduates' projects, and provide feasible solutions for students to learn scientific knowledge and skills. It is vital to build a research-oriented environment and academic atmosphere.
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Affiliation(s)
- Huiyu Chen
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
- Academy of Pediatrics, Chongqing Medical University, Chongqing, China
| | - Teng Teng
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Hongyu Chen
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
- The First Clinical Medical School, Chongqing Medical University, Chongqing, China
| | - Xiaoying Liu
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
- The First Clinical Medical School, Chongqing Medical University, Chongqing, China
| | - Zhaohong Liu
- Department of Student Affairs, The First Clinical Medical School, Chongqing Medical University, Chongqing, China
| | - Xuemei Li
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Wang Jie
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Xiang Wu
- Department of Student Affairs, The First Clinical Medical School, Chongqing Medical University, Chongqing, China
| | - Lu Cao
- Department of Student Affairs, The First Clinical Medical School, Chongqing Medical University, Chongqing, China
| | - Wu Hongyan
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Dan Zhu
- Dean's Office, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
| | - Xinyu Zhou
- Department of Psychiatry, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China
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Golden A. Teaching graduate research skills in genomics via an integrated 'flipped' journal club program. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:57-64. [PMID: 36373857 PMCID: PMC10098841 DOI: 10.1002/bmb.21694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Revised: 10/09/2022] [Accepted: 10/31/2022] [Indexed: 06/16/2023]
Abstract
Journal clubs are well regarded as a highly effective means of engaging graduate students with the contemporary research literature, where individual students prepare and deliver presentations on selected research articles to their peers, followed by a group discussion. Regular journal clubs have the advantage of enhancing student scientific reading, assessment and communication skills as well as developing a better understanding of the field. We developed a flipped journal club program as part of the one semester module 'Genomics Research Methods' with the goal of enhancing-and quantifying-individual student ability to engage with the genomics scientific literature. This involves all students and faculty reviewing a given manuscript, with the former submitting research relevant questions they would wish to ask the presenting student at the journal club, and the latter grading them. These questions are then ranked based on their median grade, and subsequently discussed in class. This cycle repeats weekly until all students have presented. Our analysis of question grade data over three consecutive years demonstrated clear improvements in student performance for all students between the start and end of the module. While no difference in performance was noted based on gender over the full semester, improvement in performance was significantly evident for the female cohort between the start and end of the module. Our results are consistent with module survey feedback of overall reported enhanced research self-efficacy. This demonstrates that this flipped journal club implementation is a highly effective means of both assessing and improving individual student learning in genomics research ability. The involvement of the teaching faculty furthermore offers a means to foster a dynamic research community for all participants involved. This methodology is easily transferable to other bioscience graduate/undergraduate programs seeking to effectively teach essential research ability skills and enhance student self-efficacy.
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Affiliation(s)
- Aaron Golden
- School of Natural Sciences, College of Science and EngineeringUniversity of Galway, University RoadGalwayIreland
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Li XZ, Chen CC, Kang X. Research on the cultivation of sustainable development ability of higher vocational students by creative thinking teaching method. Front Psychol 2022; 13:979913. [DOI: 10.3389/fpsyg.2022.979913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Accepted: 08/26/2022] [Indexed: 11/13/2022] Open
Abstract
Education for sustainable development (ESD) is an important guideline for United Nations Sustainable Development Goals. Students' creative thinking can be applied to various disciplines, promoting sustainable learning. Most of Taiwan's beauty and hairdressing technical education teachers mainly teach students to imitate, and students' works lack creativity and thinking. A total of 43 higher vocational college students participated, 23 of whom were in the experimental group using the creative thinking teaching method and 20 of whom were in the control group using the traditional teaching method. The results show that the creative thinking teaching method can effectively improve students' learning outcomes in the multimedia material creation course, including breaking through the limitation of thinking, putting forward different ideas and answers, and constantly innovating, to make the presented results more creative and meaningful. The creative thinking teaching methods solve students' trouble in creative problem solving, enhance students' problem solving and critical thinking skills, and improve students' involvement in the study.
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D’Eon M, Zhao R. Five ways for facilitators to get a grip on small group learning. CANADIAN MEDICAL EDUCATION JOURNAL 2022; 13:82-88. [PMID: 35572022 PMCID: PMC9099166 DOI: 10.36834/cmej.72949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Successful groups do not happen by chance, and they do not depend solely or even mainly on the interpersonal skills of the group members. Cooperative learning (CL) theory tells us that small groups are successful when facilitators structure and organize the small group to include each one of the five elements of cooperative learning. In this article, we have described each of these five elements as a way to get a grip on small group learning: positive interdependence, promotive interaction, group and individual accountability, interpersonal and small group skills, and group processing. To help our readers remember the five key elements of CL, the five ways to get a grip on small group facilitation, we have created an infographic.
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Affiliation(s)
- Marcel D’Eon
- Medical College of Georgia, Augusta University, Georgia, USA
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Aldriwesh MG, Alyousif SM, Alharbi NS. Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review. BMC MEDICAL EDUCATION 2022; 22:13. [PMID: 34980083 PMCID: PMC8725543 DOI: 10.1186/s12909-021-03073-0] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Accepted: 12/06/2021] [Indexed: 05/27/2023]
Abstract
BACKGROUND Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students' acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches. METHODS The systematic review was performed in 2020 with three databases: PubMed, Science Direct, and the Cochrane Library. Titles and abstracts were included based on pre-identified eligibility criteria. We used the article entitled 'Systematic reviews in medical education: a practical approach: AMEE guide 94' as the basis to establish the aim and methods of the current systematic review from 2010 to 2019. RESULTS We found 16 articles that met the inclusion criteria and reported the implementation process of IPE in universities from Western, Asian, and African countries. A combination of at least two teaching and learning approaches was used to deliver IPE. The findings indicated that of all the teaching and learning approaches, simulation-based education, e-learning, and problem-based learning were the most prevalent approaches used to deliver IPE. This systematic review also revealed a lack of IPE programmes in the Middle East region. CONCLUSIONS The evidence synthesised in the current systematic review could support IPE curriculum planners and educators when planning an IPE programme. More global IPE initiatives are required to meet the global health workforce needs. Further studies are required to identify the effectiveness of the different teaching and learning approaches in the development of IPE competencies.
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Affiliation(s)
- Marwh Gassim Aldriwesh
- Department of Clinical Laboratory Sciences, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia.
- Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia.
| | - Sarah Mohammed Alyousif
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
| | - Nouf Sulaiman Alharbi
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Riyadh, Saudi Arabia
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
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Gordon RL, Lense MD. Interprofessional education of the next generation of musician-scientists through music cognition research training: An innovative platform for health professions and biomedical research. ACTA ACUST UNITED AC 2021; 12:37-41. [PMID: 33603955 DOI: 10.47513/mmd.v12i1.704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The growth of the music cognition field in recent years has bloomed into what can only be seen now as a highly interdisciplinary space. Laboratories conducting research on how music affects physiology and behavior have become increasingly fertile ground for interprofessional education not only in biomedical research but also across the health professions. Here we discuss how music cognition research can provide a diverse array of skill development opportunities and set the tone for productive and innovative interdisciplinary collaboration training of future clinicians and biomedical researchers.
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Affiliation(s)
- Reyna L Gordon
- Department of Otolaryngology, Vanderbilt University Medical Center.,Department of Psychology, Vanderbilt University.,Curb Center for Arts, Enterprise, & Public Policy, Vanderbilt University.,Vanderbilt Kennedy Center and Vanderbilt Brain Institute
| | - Miriam D Lense
- Department of Otolaryngology, Vanderbilt University Medical Center.,Curb Center for Arts, Enterprise, & Public Policy, Vanderbilt University.,Vanderbilt Kennedy Center and Vanderbilt Brain Institute
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