scholarly journals Infusing a Course-Based Undergraduate Research Experience (CURE) into an Allied Health Curriculum

2021 ◽  
Author(s):  
Deborah Johnson ◽  
Beverly Barham ◽  
Susan Franzen
Keyword(s):  
Science Curriculum ◽  
Undergraduate Research ◽  
Human Subjects ◽  
Research Question ◽  
Applied Science ◽  
Medical Laboratory ◽  
Research Experience ◽  
Medical Laboratory Science ◽  
Class Time ◽  
Institutional Review

Purpose: Infusion of a course-based undergraduate research experience (CURE) into an existing research design course in an applied science curriculum allowed medical laboratory science students (n=22) to each be a contributing team member in a hand’s-on research experience, where most of the work was completed during the class time on campus. This design allowed for equal access, an equitable experience, and inclusion of all students enrolled in the course. Methods: Students and instructors worked together to develop a research question. The group agreed that the research question would be to determine the number of environmental specimens that were positive for mycobacteria species in residential plumbing specimens from different faucets and showerheads within residences in local areas. Before the actual collection of specimens, students reviewed the literature and completed more traditional modules in research ethics and Collaborative Institutional Training Initiative (CITI) training. Once that was completed, students designed and assembled the collection kits, collected and processed the specimens, and reported their results. Results: Students completed most tasks during the designated class time, and those tasks that had to be completed outside of class were not overwhelming for the students either in time or effort. The students’ reflections as the human subjects in this CURE indicated that 1) 90% of the students agreed they had a better understanding of the Institutional Review Board (IRB) process, 2) 100% of the students agreed the collection process was easily completed, 3) 100% of the students agreed the specimen testing was easily completed and interpreted, and 4) 100% of the students agreed the required parameters of a CURE were met. Conclusion: A CURE can be infused successfully into an applied science course allowing every student to become a contributing member of the research team.

Infusing CURE Into the Medical Laboratory Science Curriculum

2019 ◽  
Vol 152 (Supplement_1) ◽  
pp. S99-S99
Author(s):  
Deborah Johnson ◽  
Beverly Barham
Keyword(s):  
Science Curriculum ◽  
Research Question ◽  
Equal Access ◽  
Medical Laboratory ◽  
Scientific Practices ◽  
Research Experience ◽  
Additional Time ◽  
Medical Laboratory Science ◽  
Entire Cohort ◽  
Laboratory Science

Abstract Introduction One of the challenges for Medical Laboratory Science (MLS) educators in a university-based program can be providing meaningful research experiences for all students. The availability of research positions for undergraduate MLS students in individual research labs is limited or not available, often due to time constraints within the MLS course schedule or other variables in the students’ lives outside of academe. Methods This study introduced a CURE (course-based undergraduate research experience) into a junior-level MLS microbiology course, where all students in the junior cohort participated in the same research agenda during the same semester. The objective was to provide equal access and an equitable experience for each MLS student in the cohort. The research question was determined with input from students and instructors and had application within the microbiology course where it was being infused. The study protocol was designed during class time and most tasks were completed in class as well. From a pedagogical perspective, the CURE model is designed around five basic parameters, including (1) use of multiple scientific practices, (2) the outcome is unknown, (3) there is a broader relevance or importance beyond this classroom experience, (4) collaboration is essential among students and instructors, and (5) iteration is built into the process. Conclusion We found this CURE resulted in useful data for both students and other outside stakeholders. This differs from basic inquiry models where students participate in the protocol, including interpretation of the data, but the answer or outcomes are already known by the instructors. While the learning curve for students and instructors can be steep when infusing a CURE into an already heavy content course, the rewards of providing equal access and an equitable experience for the entire cohort are well worth the additional time spent preparing for this challenge.

scholarly journals Propelling a Course-Based Undergraduate Research Experience Using an Open-Access Online Undergraduate Research Journal

2020 ◽  
Vol 11 ◽  
Author(s):  
Evelyn Sun ◽  
Marcia L. Graves ◽  
David C. Oliver
Keyword(s):  
Open Access ◽  
Undergraduate Research ◽  
Research Question ◽  
Testable Hypothesis ◽  
Original Research ◽  
Research Experience ◽  
Research Journal ◽  
Original Manuscript ◽  
Research Questions ◽  
New Research

The University of British Columbia has developed a course-based undergraduate research experience (CURE) that engages students in authentic molecular microbiology research. This capstone course is uniquely built around an open-access online undergraduate research journal entitled Undergraduate Journal of Experimental Microbiology and Immunology (UJEMI). Students work in teams to derive an original research question, formulate a testable hypothesis, draft a research proposal, carry out experiments in the laboratory, and publish their results in UJEMI. The CURE operates in a feed forward manner whereby student-authored UJEMI publications drive research questions in subsequent terms of the course. Progress toward submission of an original manuscript is scaffolded using a series of communication assignments which facilitate formative development. We present a periodic model of our CURE that guides students through a research cycle. We review two ongoing course-based projects to highlight how UJEMI publications prime new research questions in the course. A journal-driven CURE represents a broadly applicable pedagogical tool that immerses students in the process of doing science.

The Six-Month Internship Training Program for Medical Laboratory Science Education: An Initial Evaluation

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Anacleta P. Valdez ◽  
Citadel A. Panganiban ◽  
Kevin Roi L. Lumanglas ◽  
Katreen A. Calingasan ◽  
Roxanne S. Divino ◽  
...  
Keyword(s):  
Higher Education ◽  
Training Program ◽  
Science Curriculum ◽  
The Philippines ◽  
Medical Laboratory ◽  
Medical Laboratory Science ◽  
Laboratory Staff ◽  
Laboratory Science ◽  
One Year ◽  
Internship Training

In 2006, the Commission on Higher Education (CHED) released CHED Memorandum Order (CMO) no. 14 which changed the duration of internship training program to six months as opposed to the previous memorandum order, CMO no. 27 s. 1998 which required a one-year internship schedule for Medical Laboratory Science (MLS) students. Thirty-eight graduates of CMO No. 14 s. 2006 from Lyceum of the Philippines University-Batangas and 13 chief medical technologists (CMT) or senior medical laboratory staff from identified affiliate hospitals were surveyed about their perception on the attainment of the objectives, as well as the strengths and weaknesses of the said program. Results show that objectives were achieved even if the duration of the training period was shortened. The graduate-respondents favored the one year timetable. This study can be used as a pilot study for other higher education institutions implementing the same CMO and can be used as a basis for a curricular reform by assessing the different parameters that were identified in order to enhance further the six-month internship training program in producing globally competitive medical laboratory scientists. Keywords - internship training program, medical laboratory science, curriculum improvement, memorandum order, interns, affiliating hospital

scholarly journals Integrating Undergraduate Research into Social Science Curriculum: Benefits and Challenges of Two Models

2019 ◽  
Vol 9 (4) ◽  
pp. 296 ◽  
Author(s):  
Jessica Crowe ◽  
Austin Boe
Keyword(s):  
Social Science ◽  
Social Issues ◽  
Science Curriculum ◽  
Undergraduate Research ◽  
Survey Methods ◽  
Learning Experience ◽  
Research Experience ◽  
Community Based ◽  
Research Project ◽  
Community Based Research

Evidence shows that undergraduate research is beneficial to students during their college years and beyond. This study evaluates two models for integrating undergraduate research into the college curriculum: (1) integrating a community-based research project into a social science course and (2) designing a senior seminar course as an undergraduate research experience. Findings show that students benefit from a hands-on research experience that deepens their understanding of both survey methods and social issues. While, students who participated in the community-based research project enjoyed interacting with community members and learning about community concerns, students in the senior seminar research experience ranked all aspects of the research project more favorably than students participating in the community-based research project. We discuss the benefits and challenges of both models as well as the implications of these findings and the steps instructors can take to improve the learning experience of undergraduates in the social sciences.

scholarly journals Undergraduate research programs build skills for diverse students

2021 ◽  
Vol 45 (2) ◽  
pp. 399-408
Author(s):  
C. Brooke Bruthers ◽  
Emma L. Hedman ◽  
Marsha Lakes Matyas
Keyword(s):  
Career Planning ◽  
Undergraduate Research ◽  
Human Subjects ◽  
Analysis Data ◽  
Research Experience ◽  
Design Data ◽  
Scientific Presentation ◽  
Persons With Disabilities ◽  
Professional Networking ◽  
The Impact

While many professional societies, colleges, and universities offer undergraduate summer research experience (URE) programs for students, few have systematically evaluated their programs for impacts on the fellows. The American Physiological Society (APS) developed and administered multiple UREs with varying target groups: students with and without prior research experiences and students from disadvantaged groups, including underrepresented racial/ethnic minorities (URM), persons with disabilities, first generation college students, and persons with financial or social disadvantages. Each program had specific goals and measurable objectives. To assess the impact of these programs, APS both documented student completion of program tasks (e.g., designing experiments, analyzing data, writing abstracts) and developed reliable and valid survey instruments to quantify students’ self-ratings on a variety of research and career planning skills related to the program objectives. Results indicate that fellows as a whole and for most individual programs gained skills and knowledge in numerous areas: experimental design, data management, lab safety, statistical analysis, data presentation, scientific writing, scientific presentation, professional networking, professional networking at scientific meetings, authorship attribution, animal use in research, human subjects in research, roles of lab mates and mentors, and research career training and planning. Furthermore, there were few differences within the diversity comparison groups (women vs. men, URM fellows vs. non-URM fellows, etc.). Suggestions for improvement of URE programs are proposed.

Outcomes of Curricular Enhancement in a Health Program: LPU CAMP Experience

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
ANACLETA P. VALDEZ ◽  
CITADEL A. PANGANIBAN ◽  
MARK H. ALDAY
Keyword(s):  
Health Program ◽  
Science Curriculum ◽  
Core Competencies ◽  
The Philippines ◽  
Medical Laboratory ◽  
Curriculum Innovation ◽  
Medical Laboratory Science ◽  
Licensure Examinations ◽  
Board Performance ◽  
Medical Technologists

Higher educational system has gone through substantial reforms and changes vis-à-vis curriculum innovation over the past years. The evaluation of a revised pro­gram is one of the most relevant courses of action done when curriculum change is to be implemented. One of the main reasons is that it is a chance for practitioners to test for themselves if their plan is working. It also serves as an identification of the strengths and weaknesses of the said intervention. This study was conducted to assess the results of the implementation of the Bachelor of Science in Medical Labo­ratory Science program. It employed descriptive survey using two types of self-made questionnaire, the Likert scale and open-ended type survey. Likewise, data on the results of the graduates’ licensure examinations and status of employment were also analyzed and correlated. Eighty two graduates from 2010 to 2012 of the enhanced Medical Technology program of LPU-Batangas and 13 chief medical technologists from identified affiliate-hospitals were surveyed about their perception on the at­tainment of the objectives, the realization of the core competencies as well as the supposed strengths and weaknesses of the program. Results showed that objectives were achieved alongside the significant improvements in the board performance and employment rate were noted. This study can be used as a pilot study for other higher education institutions with the same health program. This can also be used as a basis for a curricular reform by assessing the different parameters that were identified.Keywords: Medical Laboratory Science Curriculum, internship training program, chief medical technologists, board performance, graduates’ employment, Lyceum of the Philippines University Batangas, Philippines

Undergraduate Research and the Institutional Review Board: A Mismatch or Happy Marriage?

1996 ◽  
Vol 23 (1) ◽  
pp. 20-25 ◽  
Author(s):  
Carl A. Kallgren ◽  
Robert T. Tauber
Keyword(s):  
Ethical Issues ◽  
Undergraduate Research ◽  
Human Subjects ◽  
Educational Experience ◽  
Psychological Research ◽  
Institutional Review Board ◽  
Research Projects ◽  
Institutional Review ◽  
Happy Marriage ◽  
Student Researchers

Many undergraduate research projects with human subjects are not reviewed by an Institutional Review Board (IRB). Undergraduate research should be reviewed to protect subjects' welfare, ethically and legally protect instructors, enhance the reputation of psychological research, and enrich the educational experience of student researchers. A survey of undergraduate researchers (N = 53), all of whom underwent the IRB process for their research, indicated that they thought they had learned more by going through the IRB process, produced a better product, viewed instructor feedback more positively, saw the instructor as more of an ally, treated their research more seriously, and were sensitized to ethical issues. We recommend the IRB process for all undergraduate research.

scholarly journals Using IRB Protocols to Teach Ethical Principles for Research and Everyday Life

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kathy Ritchie
Keyword(s):  
Research Ethics ◽  
Daily Life ◽  
Undergraduate Research ◽  
Human Subjects ◽  
High Impact ◽  
Belmont Report ◽  
Extended Training ◽  
Institutional Review ◽  
High Impact Practice ◽  
The Impact

Undergraduate research as a high-impact practice demonstrates many positive benefits for students, but little research has delved into the impact of ethical training for research, in particular submitting Institutional Review Board (IRB) protocols to determine if the study meets ethical standards for the treatment of human subjects. This study explored if students in two experimental and one nonexperimental research methods class benefited from increased knowledge of research ethics and how to apply them in daily-life situations if they participated in various aspects of IRB protocol procedures either as part of a class-based research project or by completing an IRB protocol activity for developing a hypothetical program to help families. Some students in all three classes had previously engaged in a 4-hr online extended training [the Collaborative Institutional Training Initiative (CITI) Program] in research ethics focused on the Belmont Report principles of beneficence, respect, and justice, but not in IRB protocols. Students were given a pre- and posttest to assess knowledge in both research and daily-life settings for applying the Belmont Report research ethics principles. Results indicate students gained greater knowledge of research ethics when they completed IRB protocol training during a class-based undergraduate research or program-design project, even if they had already completed some extended case-based training in the CITI Program. Results are discussed in terms of the value of using modified IRB protocol approaches as a high-impact practice to teach ethics in research and daily life to students.

scholarly journals The Moderating Effect of Faculty Mentorship on Undergraduate Students’ Summer Research Outcomes

2020 ◽  
Vol 19 (4) ◽  
pp. ar56
Author(s):  
Angelica Monarrez ◽  
Danielle Morales ◽  
Lourdes E. Echegoyen ◽  
Diego Seira ◽  
Amy E. Wagler
Keyword(s):  
Best Practices ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Research Question ◽  
Combined Effects ◽  
Research Experience ◽  
Research Outcomes ◽  
Poster Presentations ◽  
Faculty Mentorship

This study focused on answering the research question: What are the independent and combined effects of student characteristics and faculty mentorship on the quality of summer undergraduate research experience (SURE) student poster presentations? The results of this study can improve SURE programs by informing directors on best practices for mentor and mentee matching.

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