Physiology labs during a pandemic: What did we learn?

This article captures a collective reflection on the successes and challenges we experienced when teaching physiology laboratories online during the COVID-19 pandemic. Physiology instructors from six institutions discussed their own efforts to redesign meaningful physiology laboratories that could be taught remotely, as the nation scrambled to respond to the sudden shift out of the classroom. Despite the complexity of this task, clear themes emerged as our courses transitioned to an online format in spring 2020 and were solidified in the fall of 2020. This article reflects on the history, features, benefits, and challenges of current laboratory teaching when applying a scientific teaching approach to facilitate the redesign process. We believe online networks like ours can facilitate information sharing, promote innovations, and provide support for instructors. The insights we gained through this collaboration will influence our thinking about the future of the physiology lab, whether online or in person.

Medical Students’ Opinions of Anatomy Teaching Resources and Their Role in Achieving Learning Outcomes

Several teaching resources are used to enhance the learning of anatomy. The purpose of this study was to examine the preference of medical students on the use of various resources to learn anatomy and their link to 12 learning outcomes. A selected response item questionnaire was administered that asked students to rank six laboratory teaching resources from most to least preferred, and rate how useful these six resources were towards achieving 12 learning outcomes. These learning outcomes covered many of the learning domains such as demonstrating an understanding of anatomy, visualizing structures, appreciating clinical correlations, and understanding anatomical variations. Medical students ranked cadaveric prosections paired with an active learning clinical tutorial as the highest rank and most useful resource for learning anatomy, followed by dissection videos, electronic resources, and printed material, followed by plastinated specimens and plastic models. Overall, cadaveric prosections were also rated as the most helpful teaching resource in achieving various learning outcomes. In conclusion, anatomy teachers should provide prosections coupled with clinical tutorials as well as electronic resources as students prefer these and think they help them learn anatomy. Future studies will investigate the impact of using these resources on students’ performance.

Satisfaction Levels of Sport Sciences University Students in Online Workshops for Substituting Practice-Oriented Activities during the COVID-19 Lockdown

Laboratory teaching in sport and exercise sciences universities is of fundamental importance as it provides students with the necessary hands-on skills that are indispensable to future kinesiologists. However, due to the COVID-19 pandemic, students in lockdown missed the opportunity to acquire laboratory skills. Here we report the solutions adopted by a blended exercise science Master’s degree program of an online Italian university to ensure didactic continuity in the practice-oriented activities during the period of the COVID-19 lockdown. In order to mitigate this issue, laboratory sessions were replaced with online workshops and students’ satisfaction levels in this regard were investigated in the present study using an online survey conducted on 101 students during lockdown. The survey consisted of 7-point Likert scale items focusing on computer usage (CU), learning satisfaction (LS), social interaction (SI), and perceived value (PV). The analysis of the results revealed a good level of learning satisfaction of the students. Conversely, students perceived a moderate level of social interaction and had a moderate perception that online workshops can enhance their learning abilities. In conclusion, the results of the present study seem to indicate that online workshops can be considered a good and acceptable compromise during an emergency, although face-to-face activities remain the preferable learning delivery modality when dealing with the acquisition of hands-on skills.

COVID as a catalyst: Uncovering misaligned power dynamics and the importance of new Professional Learning Networks for Higher Education science laboratory teaching

The COVID 19 (SARS-CoV-2) pandemic brought in-person teaching to an abrupt halt in early 2020, leaving educators with the problem of how to continue to deliver Higher Education laboratory courses remotely. Three new Professional Learning Networks (PLNs) formed to address this critical need in Biosciences and Chemistry in the UK and Australia. The findings show that the PLNs provided an essential space for knowledge development, collaboration and innovation, with COVID 19 creating a common focus for the networks.Findings also highlighted a lack of empowerment for highly experienced teaching-focused staff to lead change within their departments. The authors recommend significant consideration be given to this issue as well as ensuring suitable resourcing for teaching-focussed staff to engage with opportunities for professional growth.

The utility of competency-oriented clinical laboratory teaching combined with case-based learning (CBL)

Objectives This study aimed to evaluate the effectiveness and efficiency of competency-oriented clinical laboratory teaching combined with case-based learning (CBL) and improve the examination of students’ competence of laboratory medicine. Methods A total of 107 medical laboratory medicine interns at the Affiliated Hospital of Xuzhou Medical University from June 2017 to July 2019 volunteered to participate in the study and were randomly assigned into a control group with training of the traditional teacher-centered method, and an experimental group under a CBL teaching program. Student basic theory tests and skill assessment were designed to evaluate what the students gained from their internship when they completed their studies at the Affiliated Hospital of Xuzhou Medical University. Results Compared to students in the control group taught with the teacher-centered method, those in the CBL teaching program had significantly higher theory test scores and skill assessment scores on average. Competencies with particularly significant improvement included identification and processing of instrument alarm information, analysis of test results, identification and solution of the problem, as well as identification and reporting of the critical value and clinical communication. Conclusions The competency-oriented teaching method combined with CBL is an effective method for improving students’ professional knowledge, increasing language expression, and enhancing interpersonal relationship and teamwork, which is worthy of being promoted in laboratory medicine teaching.

Male infertility diagnostic laboratories during COVID-19 pandemic: development of a novel teaching/learning strategy

Objective: To design and implement a laboratory teaching/learning strategy applied to male infertility diagnostic during COVID-19 pandemic. Methods: Seventy-five students attending Module 3 (M3): Male Infertility Diagnostic Laboratories, of curricular unit Laboratories in Biomedicine 5 were divided into 8 groups to reduce students’ number in class. M3 was organized in 2 Wet labs (WL; laboratory training) and 2 Dry labs (DL; theoretical-practical classes). At the end of M3, students completed a satisfaction survey. Results: Results showed that most students were satisfied with topics addressed, time dedicated outside the class, evaluation, and overall organization of WL and DL. The protocols provided and general conditions of WL were considered satisfactory. Only positive classifications were attributed to the learning goals, relevance of knowledge acquired, and opportunities to ask about evaluation. Qualitative data suggested that the dynamics, innovation, and organization of classes, allied to the knowledge and motivation of professors, provided the appropriate learning environment. Conclusions: The methodology implemented in M3 during COVID-19 pandemic represents a valid strategy to encourage and motivate students learning, stimulate teamwork, communication, and autonomy in the laboratory. Preparing dynamic, attractive, and motivating classes increases student's general satisfaction, improving the efficiency of the learning/teaching process.