Virtual Three-phase Laboratory Exercise During Pandemic Situation

The Corona pandemic has changed our way to teach, even our laboratory experiments. The exercises for the three-phase systems had to be transferred to the web. The virtual exercises are described and the results are shown. The pros and contras of this way to teach are discussed.

Peer instruction versus conventional group work-based teaching in a laboratory exercise on respiratory physiology: a randomized study

Collaborative teaching strategies such as peer instruction and conventional group work have previously been shown to enhance meaningful learning, but they have not previously been compared. In this present study, we compared the impact of solving quizzes with peer instruction and conventional group work on immediate learning in a laboratory exercise. A total of 186 second-year medical students were randomized to solve two quizzes by either a peer instruction strategy ( n = 93) or conventional group work ( n = 93) during a mandatory laboratory exercise on respiratory physiology, after which all students completed an individual test. There was no difference in total test scores between groups, but students randomized to peer instruction obtained the highest test scores in solving simple integrated questions. Conversely, students randomized to conventional group work provided the best evaluations of the overall assessment of the laboratory exercise. In conclusion, different collaborative teaching strategies implemented during a laboratory exercise appear to affect immediate learning and student satisfaction differently.

How much water is in a mouthful, and how many mouthfuls should I drink? A laboratory exercise to help students understand developing a hydration plan

Preventing impairments in athletic performance is an important concept for students that are preparing for careers that involve working with athletes. Gaining hands on, laboratory-based experience in measuring exercise induced dehydration can help students understand how to help athletes prevent dehydration induced impairment in performance. This article describes a laboratory exercise for junior and senior students in a sports nutrition class, in which the students measure changes in body mass (as a measure of dehydration) due to 40 min of moderate-intensity exercise and 40 min of vigorous-intensity exercise. The students also measure how much water is in a mouthful from a sports bottle and from a drinking fountain. The students then calculate how many mouthfuls are necessary to replace exercise induced fluid losses. This laboratory exercise has been well received by students and has improved performance on the test regarding hydration.

Laboratory Exercise to Measure Plasmid Copy Number by qPCR

Quantitative PCR (qPCR) has numerous applications in biology. In an education setting, qPCR provides students an opportunity to better understand the PCR mechanism by providing both quantitative information about the reactions and also data to troubleshoot PCRs (e.g., melt curves). Here, we present a relatively short (2-h) laboratory activity to demonstrate qPCR to quantify plasmid copy number (CN) by measuring the cycle threshold ( C T ) values for a genomic gene and a plasmid gene using transformed cells as a template. The activity can be combined with additional laboratory exercises, including bacterial transformation, to create the template to be used in the qPCRs. This lab activity is ideal for undergraduate laboratory courses that include recombinant DNA technology.

A Laboratory Exercise Simulating Antibody and Antigen Reactions of the Ouchterlony Double Immunodiffusion Assay Using Inorganic Salts

The Ouchterlony double immunodiffusion assay is a serological technique used in the detection of antibodies and antigens for diagnostic purposes and also used in immunology laboratory courses as a common teaching assay where students observe the geometrical precipitation line patterns that form in the agarose, elucidating degrees of homology between antigens. In this classical technique, students must wait several hours to days to obtain results when protein antigens and antibodies are used.

Nutrition education on obesity and diabetes to medical students

First-year medical students learned about the impact of nutrition on obesity and diabetes through lectures and a laboratory exercise where they tested how carbohydrates of varying glycemic indexes changed blood glucose concentrations. Pre- and posttests were conducted to assess this teaching intervention. The posttest ranks were significantly higher compared with the pretest ranks (Z = −6.6, P < 0.001), suggesting the intervention was beneficial to students.