scholarly journals Evaluation of Biomedical Science Students Use and Perceptions of Podcasting

2014 ◽  
Vol 22 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Katie Smith ◽  
Neil P. Morris
Keyword(s):  
Biomedical Science ◽  
Science Students

scholarly journals Nutrient Intake, Physical Activity Levels, and Metabolic Status in Australian University Biomedical Students

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1404-1404
Author(s):  
Linda Gallo ◽  
Karen Moritz ◽  
Lisa Akison
Keyword(s):  
Physical Activity ◽  
Medical Research ◽  
Research Council ◽  
Medical Research Council ◽  
Nutritional Intake ◽  
Biomedical Science ◽  
Activity Levels ◽  
Science Students ◽  
Physical Activity Levels ◽  
The University

Abstract Objectives This study aimed to assess nutritional intake, physical activity levels and their association to metabolic health in a cohort of university biomedical science students. Methods This study followed a cross-sectional design. Participants were recruited from a third-year endocrinology practical class from The University of Queensland (2018–2019), with complete data obtained from 324 students, aged 19–25 years (n = 196 females and 128 males of which 57% were Caucasian, 28% Asian, 7% Subcontinental Asian, 6% of mixed race or other, and 2% not disclosed). Nutritional intake was quantified using the Automated 24 h dietary assessment Tool (ASA24-Australia) and physical activity levels quantified using the Active Australia Survey. Results Mean height and body mass (±SD) was 164.36 cm (±6.85) and 60.0 kg (±10.6) in females and 178.1 cm (±7.41) and 73.4 kg (±11.5) in males. Median daily energy intake was 6760 kJ in females and 10,338 kJ in males. The following nutrients had a low percentage of female and/or male students meeting the minimum recommendations: fibre (24% of females and 30% of males), calcium (16% of females and 32% of males), folate (32% of females, 59% of males), iron (6% of females, 80% of males), and potassium (33% of females and 32% of males). In females, median daily intake was well below recommendations for calcium (621 vs 1000 mg) and iron (8.8 vs 18 mg). Sufficient level of physical activity, defined as at least 150 minutes over at least five sessions in one week, was met in 82% of females and 85% of males. Conclusions These results suggest that undergraduate biomedical science students in Australia have inadequate intakes of fibre, calcium, folate, and potassium, with a particular concern regarding the very low intake of calcium and iron among young adult females. Associations to metabolic health, including blood glucose control, insulin sensitivity, advanced glycation end products, and body composition are currently being analysed. Funding Sources The study was funded by institutional support from School of Biomedical Sciences, The University of Queensland, Australia. L.A.G. was supported by an Early Career Fellowship from the National Health and Medical Research Council and Heart Foundation (Australia), and a UQ Amplify Fellowship. K.M.M was supported by a Senior Research Fellowship from the National Health and Medical Research Council.

scholarly journals The use of simulation as a novel experiential learning module in undergraduate science pathophysiology education

2016 ◽  
Vol 40 (3) ◽  
pp. 335-341 ◽  
Author(s):  
Hui Chen ◽  
Michelle Kelly ◽  
Carolyn Hayes ◽  
David van Reyk ◽  
George Herok
Keyword(s):  
Case Studies ◽  
Biomedical Science ◽  
Science Students ◽  
New Approach ◽  
Professional Programs ◽  
Clinical Simulation ◽  
Learning Module ◽  
Core Feature ◽  
Clinical Environments ◽  
Undergraduate Science

Teaching of pathophysiology concepts is a core feature in health professional programs, but it can be challenging in undergraduate medical/biomedical science education, which is often highly theoretical when delivered by lectures and pen-and-paper tutorials. Authentic case studies allow students to apply their theoretical knowledge but still require good imagination on the part of the students. Lecture content can be reinforced through practical learning experiences in clinical environments. In this study, we report a new approach using clinical simulation within a Human Pathophysiology course to enable undergraduate science students to see “pathophysiology in action” in a clinical setting. Students role played health professionals, and, in these roles, they were able to interact with each other and the manikin “patient,” take a medical history, perform a physical examination and consider relevant treatments. Evaluation of students' experiences suggests that using clinical simulation to deliver case studies is more effective than traditional paper-based case studies by encouraging active learning and improving the understanding of physiological concepts.

scholarly journals The control of ventilation during exercise: a lesson in critical thinking

2017 ◽  
Vol 41 (4) ◽  
pp. 539-547 ◽  
Author(s):  
Richard. M. Bruce
Keyword(s):  
Critical Thinking ◽  
Young Scientist ◽  
Respiratory Control ◽  
Biomedical Science ◽  
Control Mechanisms ◽  
Science Students ◽  
Sport Science ◽  
Basic Competencies ◽  
Underlying Mechanisms ◽  
Problem Solve

Learning the basic competencies of critical thinking are very important in the education of any young scientist, and teachers must be prepared to help students develop a valuable set of analytic tools. In my experience, this is best achieved by encouraging students to study areas with little scientific consensus, such as the control mechanisms of the exercise ventilatory response, as it can allow greater objectivity when evaluating evidence, while also giving students the freedom to think independently and problem solve. In this article, I discuss teaching strategies by which physiology, biomedical science, and sport science students can simultaneously develop their understanding of respiratory control mechanisms and learn to critically analyze evidence thoroughly. This can be best achieved by utilizing both teacher-led and student-led learning environments, the latter of which encourages the development of learner autonomy and independent problem solving. In this article, I also aim to demonstrate a systematic approach of critical assessment that students can be taught, adapt, and apply independently. Among other things, this strategy involves: 1) defining the precise phenomenon in question; 2) understanding what investigations must demonstrate to explain the phenomenon and its underlying mechanisms; 3) evaluating the explanations/mechanisms of the phenomenon and the evidence for them; and 4) forming strategies to produce strong evidence, if none exists.

scholarly journals A Bioinformatics Module for Use in an Introductory Biology Laboratory

2012 ◽  
Vol 74 (5) ◽  
pp. 318-322
Author(s):  
Adrienne Alaie ◽  
Virginia Teller ◽  
Wei-gang Qiu
Keyword(s):  
Software Tool ◽  
Biological Database ◽  
Biomedical Science ◽  
Computer Assisted ◽  
Science Students ◽  
Introductory Biology ◽  
Data Intensive ◽  
Quantitative Skills ◽  
Assisted Analysis ◽  
Biology Laboratory

Since biomedical science has become increasingly data-intensive, acquisition of computational and quantitative skills by science students has become more important. For non-science students, an introduction to biomedical databases and their applications promotes the development of a scientifically literate population. Because typical college introductory biology laboratories do not include experiences of this type, we present a bioinformatics module that can easily be included in a 90-minute session of a biology course for both majors and non-majors. Students completing this computational, inquiry-based module observed the value of computer-assisted analysis. The module gave students an understanding of how to read files in a biological database (GenBank) and how to use a software tool (BLAST) to mine the database.

scholarly journals Green fluorescent protein purification through Immobilized Metal Affinity Chromatografy (IMAC) and its relevance for Biomedical Science students during Biochemistry practical classes at La Trobe University – Australia

2016 ◽  
Vol 14 (3) ◽  
pp. 34
Author(s):  
Alex Jose José De Melo Silva ◽  
Lumar Lucena Alves ◽  
Julian Pakay
Keyword(s):  
Green Fluorescent Protein ◽  
Protein Purification ◽  
Fluorescent Protein ◽  
Biomedical Science ◽  
Science Students ◽  
Metal Affinity ◽  
Green Fluorescent

Este trabalho foi realizado como prática integrada da disciplina de Bioquímica no curso de graduação em Ciências Biomédicas, objetivando demonstrar técnicas utilizadas para a purificação da Proteina Fluorescente Verde (GFP).  Para realização dos experimentos foi utilizada como metodologia principal a Cromatografia de Afinidade por Metal Imobilizado (IMAC). A região de abertura para alongamento da GFP foi subclonada dentro de um vetor de expressão chamado pQE30. A produção subsequente da proteína marcada com hexahistidina na região N-terminal, facilitou sua purificação pela IMAC. Uma purificação de aproximadamente três vezes mais que a esperada da GFP foi obtida. Dessa forma, os estudantes completaram o curso adquirindo significante experiência em relação às técnicas fundamentais na área molecular relacionadas à clonagem e princípios de expressão e purificação de proteínas recombinantes.

scholarly journals Virtual Reality in Higher Education

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Christian Pierce Fabris ◽  
Joseph Alexander Rathner ◽  
Angelina Yin Fong ◽  
Charles Philip Sevigny
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Biomedical Science ◽  
Science Students ◽  
Digital Environment ◽  
Digital Representations ◽  
Sense Of Presence ◽  
Interactive Experience

Virtual reality (VR) is an interactive experience which immerses the user in a digital environment through a sense of presence. In the context of providing an active learning experience, virtual reality has the potential to improve learning outcomes for biomedical science students as it allows the visualisation of and interaction with digital representations of dynamic objects and complex concepts. Studies in bioscience and medical education have shown mixed results pertaining to the benefits of VR as a learning tool. This review aims to consolidate how VR succeeded or failed in improving learning outcomes, and assesses the issue of VR scalability for the ever-growing cohorts in tertiary bioscience courses.

scholarly journals Knowledge, Attitude and Practice on the Islamic Perspective Slots (IPS) in Biomedical Science Curriculum among Biomedical Science Students of International Islamic University Malaysia

2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Mohd Affendi Mohd Shafri ◽  
Ainaaul Mardhiyah Jamil ◽  
Intan Azura Shahdan ◽  
Norazlina Abdul Rahman
Keyword(s):  
Science Curriculum ◽  
Educational Background ◽  
Biomedical Science ◽  
Science Students ◽  
Positive Correlation ◽  
Islamic Perspective ◽  
Attitude And Practice ◽  
Satisfactory Outcome ◽  
Significant Difference ◽  
Knowledge Attitude And Practice

The Islamic perspective slot (IPS) is a strategy to enhance the agenda of Islamisation of Knowledge in the curriculum of the Department of Biomedical Science (DBMS) at the Kulliyyah of Allied Health Sciences (KAHS), International Islamic University Malaysia (IIUM). Here, the outcome of a 4-year implementation of the IPS is assessed by determining the knowledge, attitude and practices on the IPS in the Biomedical Science curriculum among IIUM Biomedical Science students. A cross-sectional study was performed using convenience sampling on 205 students administered with a self-guided questionnaire. The total score for each knowledge, attitude and practice were computed to find the association using SPSS. The total mean and standard deviation of knowledge, attitude and practice score were found to be 20.18±3.60, 89.47±12.99 and 38.22±6.94 respectively. There was weak positive correlation between knowledge and attitude (r=+0.286; p<0.001), and knowledge and practice (r=+0.246; p<0.001), and fair positive correlation between attitude and practice (r=+0.564; p<0.001). Significant association was also established between year of study and knowledge (p<0.001), attitude (p<0.001) and practice (p<0.001). Additionally, there were significant differences between gender with knowledge (p = 0.009) and attitude (p=0.016). However, there was no significant difference between gender in terms of practice (p=0.059). Educational background did not appear to influence knowledge (p=0.198), attitude (p=0.147) and practice (p = 0.876). The study revealed that overall students’ score on knowledge is moderate, whereas score on attitude is good and score on practice is low. The results revealed that the current practice involving the IPS is yet to achieve satisfactory outcome, improvements must be made and the study to be repeated again after improvements are made.

Sign in / Sign up

Export Citation Format

Share Document