scholarly journals Active Learning: Basic Science Workshops, Clinical Science Cases, and Medical Role-Playing in an Undergraduate Biology Course

2021 ◽  
Vol 11 (8) ◽  
pp. 370
Author(s):  
Frank C. Church
Keyword(s):  
Active Learning ◽  
Basic Science ◽  
Treatment Plan ◽  
Role Playing ◽  
Clinical Science ◽  
Biomedical Science ◽  
Group Setting ◽  
Undergraduate Biology ◽  
Presenting Symptoms ◽  
Medical Role

Effective undergraduate courses increasingly blend elements of active learning with a more traditional lecture format. Designing and implementing active learning sessions that engage, educate, and are challenging and workable in a group setting are essential for student learners. In addition, active learning sessions take concepts of fundamental knowledge and apply them to a more relevant and real-world environment. Thus, effective active learning lesson plans enable students to thrive in their educational experience, and this potentially enhances material retention. Presented here are examples of the critical components of active learning engagement in an undergraduate biology course. First, basic science workshops let students apply basic scientific principles to biomedical science scenarios. Second, clinical science case studies help students understand the interplay between basic and clinical sciences in a patient-based medical case format. Finally, medical role-playing allows student teams to understand the complexity of medical care, moving from the patient’s presenting symptoms to formulating a diagnosis and treatment plan. These exercises strengthen several aspects of active learning, especially those related to student-team-based collaboration, conversation, coordination, and compilation.

Cancer survivorship in the primary care setting: A new medical school elective.

2017 ◽  
Vol 35 (5_suppl) ◽  
pp. 15-15 ◽  
Author(s):  
Miklos C. Fogarasi ◽  
Gerald R Berg ◽  
Roy P Eichengreen
Keyword(s):  
Small Group ◽  
Cancer Survivorship ◽  
Concept Maps ◽  
Role Playing ◽  
Course Evaluation ◽  
Professional Staff ◽  
Care Plan ◽  
Biomedical Science ◽  
Survivorship Care Plan ◽  
Group Setting

15 Background: Responding to calls for education in Cancer Survivorship, the Frank H. Netter MD School of Medicine introduced new content using an interactive student elective for Y2 medical students with the goal of improving medical knowledge and confidence in caring for survivors. Methods: Learning objectives and course content were developed based upon the ASCO curriculum (ASCO Core Curriculum for Cancer Survivorship Education Shapiro, CL et al, Journal of Oncology Practice Feb 2016 Vol. 12 (2) p 145-e117). Seven medical and one biomedical science student enrolled to complete the Sep-Dec 2016 course. Weekly sessions, facilitated by an Oncologist, utilize independent and collaborative learning, small group role playing, concept maps, algorithms and multiple case scenarios to identify and analyze key issues of survivorship. Co-facilitators with varied expertise and cancer survivors are invited weekly. Successful completion requires active participation, reading and discussion of required articles, contributing to a Glossary, and constructing a Survivorship Care Plan after independently interviewing a cancer survivor. A pre/post course questionnaire and reflective writing is used to assess change in knowledge and attitudes. Results: Weekly attendance was excellent, and students remained highly engaged. Sessions involving a geneticist, social worker, hospice nurse or APRN were well received. Students built a Glossary of cancer-terms, and practiced “Skills of the Week”. Pass/fail data and questionnaire data are pending, as the course is ongoing. Conclusions: Teaching cancer survivorship is feasible for Y2 students. Motivation and interest in the topic is high for this self-selected course. Based upon early observations and feedback the small group setting is valuable for interactions with survivors and inter-professional staff. Students recognize complex social factors influencing survivors’ care and combine knowledge from prior molecular biology, genetics, and physiology classes with the humanistic aspects of patient-centered care. If course evaluation data confirms its value, this curriculum may serve as one element of a multi-level graduate/post-graduate curriculum in Survivorship education.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Curriculum Alignment with Vision and Change Improves Student Scientific Literacy

2017 ◽  
Vol 16 (2) ◽  
pp. ar29 ◽  
Author(s):  
Anna Jo Auerbach ◽  
Elisabeth E. Schussler
Keyword(s):  
Active Learning ◽  
Scientific Literacy ◽  
Biology Education ◽  
Curriculum Alignment ◽  
Final Report ◽  
Process Skills ◽  
Student Collaboration ◽  
Undergraduate Biology ◽  
Learning Techniques ◽  
Academic Year

The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors’ introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration. This study determined whether these changes resulted in a higher gain of student scientific literacy by conducting pre/posttesting of scientific literacy for two cohorts: students experiencing the unreformed curriculum and students experiencing the reformed curriculum. Retention of student scientific literacy for each cohort was also assessed 4 months later. At the end of the academic year, scientific literacy gains were significantly higher for students in the reformed curriculum (p = 0.005), with those students having double the scientific literacy gains of the cohort in the unreformed curriculum. Retention of scientific literacy did not differ between the cohorts.

scholarly journals Active Learning: Subtypes, Intra-Exam Comparison, and Student Survey in an Undergraduate Biology Course

2020 ◽  
Vol 10 (7) ◽  
pp. 185
Author(s):  
Kristen M. McGreevy ◽  
Frank C. Church
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Student Perception ◽  
Positive Trend ◽  
Student Survey ◽  
Learning Methods ◽  
Undergraduate Biology ◽  
Student Comprehension ◽  
Course Material

Active learning improves undergraduate STEM course comprehension; however, student comprehension using different active learning methods and student perception of active learning have not been fully explored. We analyze ten semesters (six years) of an undergraduate biology course (honors and non-honors sections) to understand student comprehension and student satisfaction using a variety of active learning methods. First, we describe and introduce active learning subtypes. Second, we explore the efficacy of active learning subtypes. Third, we compare student comprehension between course material taught with active learning or lecturing within a course. Finally, we determine student satisfaction with active learning using a survey. We divide active learning into five subtypes based on established learning taxonomies and student engagement. We explore subtype comprehension efficacy (median % correct) compared to lecture learning (median 92% correct): Recognition (100%), Reflective (100%), Exchanging (94.1%), Constructive (93.8%), and Analytical (93.3%). A bivariate random intercept model adjusted by honors shows improved exam performance in subsequent exams and better course material comprehension when taught using active learning compared to lecture learning (2.2% versus 1.2%). The student survey reveals a positive trend over six years of teaching in the Perceived Individual Utility component of active learning (tau = 0.21, p = 0.014), but not for the other components (General Theoretical Utility, and Team Situation). We apply our findings to the COVID-19 pandemic and suggest active learning adaptations for newly modified online courses. Overall, our results suggest active learning subtypes may be useful for differentiating student comprehension, provide additional evidence that active learning is more beneficial to student comprehension, and show that student perceptions of active learning are positively changing.

Intracranial Pressure in Single-Suture Craniosynostosis

1998 ◽  
Vol 35 (3) ◽  
pp. 194-196 ◽  
Author(s):  
Steven R. Cohen ◽  
John A. Persing
Keyword(s):  
Intracranial Pressure ◽  
Multidisciplinary Team ◽  
Basic Science ◽  
Treatment Plan ◽  
Science Research ◽  
Team Management ◽  
Increased Intracranial Pressure ◽  
Rational Treatment ◽  
Basic Science Research ◽  
Single Suture

In this paper, we review the incidence of increased intracranial pressure in children with single-suture craniosynostosis. The major studies in this area are presented, along with their limitations. A rational treatment plan including multidisciplinary team management is recommended. All patients with proven synostosis should be followed closely, whether or not surgery is chosen. Continued clinical and basic science research are necessary to further clarify the ramifications of asymptomatic elevations of intracranial pressure in these patients.

scholarly journals Perception of BDS students of Kathmandu University on online learning during COVID-19 pandemic

2020 ◽  
Vol 10 (2) ◽  
pp. 20-28
Author(s):  
Alka Gupta ◽  
Rabindra Man Shrestha ◽  
Sujita Shrestha ◽  
Asal Acharya ◽  
Nashib Pandey
Keyword(s):  
Online Education ◽  
Basic Science ◽  
Clinical Science ◽  
Online Classes ◽  
Science Students ◽  
Chi Square ◽  
Cross Sectional ◽  
Dental Surgery ◽  
Online Class ◽  
The Difference

Introduction: The spread of COVID-19 pandemic has gripped the entire world and caused widespread public health concerns, hampered economics and education system immensely. Online classes have been an alternative to give continuity to the theory classes. The objective of this study is to assess the various aspects of online classes and perception of Bachelor of Dental Surgery (BDS) students of Kathmandu University (KU) during COVID-19 pandemic. Materials and Method: Cross-sectional, questionnaire based descriptive study using online Google form was distributed among the BDS students of KU. The questionnaire was distributed via social media. Frequency distribution of the descriptive data was done. Chi-square test was done to assess the difference in perception about online classes between the basic science and clinical science students. Result: 89% of the students had never attended any online classes before online education due to COVID-19 pandemic. 76.9% agreed that the online class is distracting. 57.5% used smartphone for seeking online class and medium most frequently used was Zoom platform. 70.2% students could ask questions, communicate & receive response during online class. 55.4% students disagreed that online classes are more effective. Statistical significant differences were seen in students submitting assignments, communication and practical simulation among basic science and clinical science students. Conclusion: Online class can serve as an alternative effective educational tool. With more practice, system upgrading, capacity building of the student-teacher; it is bound to be more effective as well as efficient. The online class should be designed in such a way that student can focus and find it more interesting and should introduce various strategies to increase the interaction between students and teachers. Further, training on online class is required for both course recipients and providers.

Obstructed Defecation after Stapled Hemorrhoidopexy: A Report of Four Cases

2010 ◽  
Vol 76 (6) ◽  
pp. 622-625 ◽  
Author(s):  
Jacob E. Dowden ◽  
J. Daniel Stanley ◽  
Richard A. Moore
Keyword(s):  
Staple Line ◽  
Treatment Plan ◽  
Obstructed Defecation ◽  
Rectal Mucosa ◽  
Dentate Line ◽  
Stapled Hemorrhoidopexy ◽  
Rectal Pain ◽  
Medical Interventions ◽  
Presenting Symptoms ◽  
Male Patients

Stapled hemorrhoidopexy or Procedure for Prolapse and Hemorrhoids (PPH) has become an accepted alternative to excisional hemorrhoidectomy for treating prolapsing hemorrhoids. Although rare, severe complications have been reported after this procedure. We report a series of four male patients with the unusual but debilitating symptoms of obstructed defecation (OD) after PPH. Presenting symptoms included evacuation difficulty, rectal pain, and urgency. All had scarring and stenosis at their PPH anastomotic staple line with a resultant ball-valve effect in three patients as the mobile, excessive, proximal rectal mucosa prolapsed past this relatively immobile area. The fourth patient had an anterior rectal mucosal pouch distal to the PPH staple line. In three of the four patients the anastomosis was below the dentate line or on an oblique angle. Corrective operative intervention largely relieved OD symptoms. One patient, more refractory to successful revision, was eventually diagnosed and treated successfully for pudendal neuropathy. Avoidance of the complication of OD is possible through careful patient selection, proper operative technique, and consideration of nonsurgical etiologies. These complications are complex in nature but most patients will respond to an individualized treatment plan that combines surgical and medical interventions.

Undergraduate Biology Instructors Still Use Mostly Teacher-Centered Discourse Even When Teaching with Active Learning Strategies

BioScience ◽  
2020 ◽  
Vol 70 (10) ◽  
pp. 901-913
Author(s):  
Petra Kranzfelder ◽  
Jennifer L Bankers-Fulbright ◽  
Marcos E García-Ojeda ◽  
Marin Melloy ◽  
Sagal Mohammed ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Strong Positive Correlation ◽  
Biology Teachers ◽  
Student Centered ◽  
Undergraduate Biology ◽  
Dialogic Discourse ◽  
And Mathematics ◽  
Undergraduate Science

Abstract Reform efforts in undergraduate science, technology, engineering, and mathematics (STEM) instruction often emphasize student-centered teaching approaches, but relatively little attention is paid to the way STEM teachers use discourse when interacting with their students. In the present study, we examined the instructional and discourse behaviors of biology faculty members (N = 20) teaching in undergraduate biology classes. Although we found that the biology teachers spent most of their time guiding student learning in active learning activities and less time presenting, an analysis of their classroom communicative approaches showed that the participants mostly used authoritative and not dialogic discourse to teach biology content. Similarly, we found a strong positive correlation between biology teachers guiding student learning and authoritative, interactive approaches, suggesting that these teachers mostly asked the students to recall facts or basic concepts rather than asking them to collaboratively build knowledge. We describe the implications of these findings and our results for undergraduate biology instruction.

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