A Simple and Affordable Biofilm Assay for the Undergraduate Microbiology Classroom

Through experience and surveying undergraduate microbiology curriculum, we found that most schools discuss biofilms in lecture classes but not laboratory courses. Biofilms are a concern for both industry and the medical field and should be studied in student laboratories. To study this at an institution, there would need to be an affordable method to assay them. As a sample specimen, Pseudomonas aeruginosa was used as it proliferates into biofilms when it is starved for nutrients, which can be easily simulated in a laboratory environment. Known assays for studying biofilms are expensive, and most departments do not have the materials. In Trypticase Soy Broth (TSB), P. aeruginosa can also be induced to form a biofilm, but the technique is not seen very often because it has not been sufficiently standardized for undergraduate microbiology education laboratories. To account for the absence of specialized reagents, we incubated bacteria for longer periods of time as a means to diminish nutrients or starve the specimen. Using a two-tailed t-test, we were able to show that glass tubes inoculated with P. aeruginosa in TSB for 48 hours were forming distinct biofilms on the glass surface, which is appropriate for undergraduate microbiology laboratory studies.

1128. Online Spaced Education to Teach Microbiology to Medical Students in a Threaded Medical School Curriculum

Background A strong foundation in microbiology continues to be essential for physicians-in-training. Little research exists examining pre-clinical microbiology education in undergraduate medical education (UME) curricular structures. Further, no study has evaluated the use of a spaced repetition model for pre-clinical UME students studying microbiology in a threaded curriculum. Methods We conducted a prospective cohort design study and enrolled 81 out of 154 (53%) first-year medical students at Oregon Health & Science University from August 2018 through December 2019. The first 18 months of the UME curriculum is organized by organ system blocks with end-of-block exams including retired National Board of Medical Examiner (NBME) questions. Participants were invited to complete 10 microbiology questions using the spaced practice online platform QSTREAM weekly. Performance between participants and non-participants on end of block NBME exams were compared using t-tests for categorical variables. Results At the conclusion of the study, 42.5% of participants were “very active” (questions in < 2 days), 7.5% of participants were “active” (questions in 3-7 days), and 50.0% of participants were “inactive” (questions in >7 days). Student performance on second-pass questions improved by 41%, and NBME end-of-block exams demonstrated improved performance in each block compared to non-participants. Specifically, performance in the Skin, Bones, and Musculature end-of-block exam and Developing Human end-of-block exam was significantly (p=0.0001, 0.008, respectively) improved, and study participants outperformed non-participants on topics practiced in the study. Conclusion As more medical schools move to a threaded curriculum, with many of these programs proposing fewer contact hours, innovative methods targeting microbiology education should be explored for pre-clinical medical students. Online spaced practice in a threaded curriculum could provide a feasible and acceptable pedagogical technique for UME and add to the discourse around microbiology curriculum development. With initial start-up costs, sustaining such a program across medical school curricula is an inexpensive, innovative, technologically-savvy approach to medical education. Disclosures All Authors: No reported disclosures

Jogos: Uma Proposta Pedagógica no ensino da Microbiologia para o Ensino Superior / Games: A Pedagogical Proposal on Microbiology Education for Higher Education

A procura por novos recursos pedagógicos vem crescendo com o passar do tempo, pois nos dias de hoje se faz necessário desvencilhar-se de uma proposta pedagógica desatualizada. É de suma importância que os docentes reconheçam que o modo de ensinar mudou e que aquele modo de aprendizado apenas por repetição não surte o efeito esperado nos educandos, ocasionado assim insucesso na aprendizagem. Há uma percepção geral na educação que grande parte desse insucesso é consequência das más propostas pedagógicas institucionalizadas. Essa não é apenas uma realidade do ensino básico; notamos que o ensino superior também passa pelo mesmo problema: proposta pedagógica ultrapassada. Refletindo por essa vertente, será de grande valia que os docentes comecem a integrar às suas técnicas de ensino novas propostas pedagógicas e alternativas que a complementem e que despertem um interesse maior por parte dos estudantes. Em meio a essas propostas, está à aplicação de jogos como finalidade didática para trazer um embasamento ao conteúdo ministrado. Sendo assim, esse trabalho vem mostrar a importância que os jogos didáticos podem trazer ao aprendizado dos educandos no ensino superior, em particular na disciplina de microbiologia. A utilização de jogos didáticos na microbiologia tem impacto positivo no processo cognitivo, comportamental e afetivo da aprendizagem sobre os estudantes de graduação.

Microbiology Education in Nepal

No abstract available.