Статті в журналах: "First year undergraduate biology"

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Indorf, Jane L., Joanna Weremijewicz, David P. Janos, and Michael S. Gaines. "Adding Authenticity to Inquiry in a First-Year, Research-Based, Biology Laboratory Course." CBE—Life Sciences Education 18, no. 3 (September 2019): ar38. http://dx.doi.org/10.1187/cbe.18-07-0126.

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Course-based undergraduate research experiences (CUREs) are an effective way to integrate research into an undergraduate science curriculum and extend research experiences to a large, diverse group of early-career students. We developed a biology CURE at the University of Miami (UM) called the UM Authentic Research Laboratories (UMARL), in which groups of first-year students investigated novel questions and conducted projects of their own design related to the research themes of the faculty instructors. Herein, we describe the implementation and student outcomes of this long-running CURE. Using a national survey of student learning through research experiences in courses, we found that UMARL led to high student self-reported learning gains in research skills such as data analysis and science communication, as well as personal development skills such as self-confidence and self-efficacy. Our analysis of academic outcomes revealed that the odds of students who took UMARL engaging in individual research, graduating with a degree in science, technology, engineering, or mathematics (STEM) within 4 years, and graduating with honors were 1.5–1.7 times greater than the odds for a matched group of students from UM’s traditional biology labs. The authenticity of UMARL may have fostered students’ confidence that they can do real research, reinforcing their persistence in STEM.

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Del Toro, Israel, Kimberly Dickson, Alyssa S. Hakes, and Shannon L. Newman. "Early Undergraduate Biostatistics & Data Science Introduction Using R, R Studio & the Tidyverse." American Biology Teacher 84, no. 3 (March 1, 2022): 124–29. http://dx.doi.org/10.1525/abt.2022.84.3.124.

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Increasingly, students training in the biological sciences depend on a proper grounding in biological statistics, data science and experimental design. As biological datasets increase in size and complexity, transparent data management and analytical methods are essential skills for undergraduate biologists. We propose that using the software R and RStudio are effective tools to train first- and second-year undergraduate students in data visualization and foundational statistical analyses. Here, we present the redesigned laboratory curriculum for our Experimental Design and Statistics course, a required course for all first- or second-year biology majors at Lawrence University, a small liberal arts institution in northeast Wisconsin. We include an example 10-week syllabus and eight laboratory exercises (as supplementary materials) for undergraduate institutions that aim to introduce and guide students through acquiring a basic understanding of biostatistical analyses and skills using R and RStudio. We also provide a flexible framework and examples that are easily modifiable and cover the essential biostatistics and data science skills needed for biology undergraduates. Finally, we discuss the potential pitfalls and obstacles as well as the intrinsic benefits and expected outcomes of our laboratories.

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Kao, Robert M. "Helping Students SOAR: Quizfolio Tips to Engage First-Generation, Under-Represented Minority Undergraduates in Scientific Inquiry." American Biology Teacher 80, no. 3 (March 1, 2018): 228–34. http://dx.doi.org/10.1525/abt.2018.80.3.228.

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Engaging and gauging (engauging) first-generation, under-represented minority undergraduate general biology students through processes of inquiry, critical thinking, and affective learning is vital as they develop their scientific identity. An important challenge is how we can establish communities of practice and instill in our first-generation students self-awareness and reflection as they apply, analyze, and evaluate data on biological principles. In my article, I describe an innovative weekly assignment for my first generation Hispanic and Native Indigenous students called Quizfolio: quiz and mini-portfolios on biological principles and themes outlined in Vision and Change. Within a SOAR framework that will be introduced in my article, quizfolios provide an active learning space for students to integrate inclusive student-centered, in-class discussions and longitudinal lab inquiries in a first-year undergraduate biology course through metacognition and reflection-in-action. This transformative, culturally responsive mentoring approach encourages first-generation undergraduates to bring self-awareness to unclear or confusing topics that are clarified at the start of class or lab settings, and provides future framework for long-term retention of biological concepts.

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Noor, S. Syed Shihaab E., and S. Gheena. "Information seeking behaviour of undergraduate biology students comparative analysis of first and final year students." Research Journal of Pharmacy and Technology 9, no. 12 (2016): 2141. http://dx.doi.org/10.5958/0974-360x.2016.00434.0.

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Staub, Nancy L., Marianne Poxleitner, Amanda Braley, Helen Smith-Flores, Christine M. Pribbenow, Leslie Jaworski, David Lopatto, and Kirk R. Anders. "Scaling Up: Adapting a Phage-Hunting Course to Increase Participation of First-Year Students in Research." CBE—Life Sciences Education 15, no. 2 (June 2016): ar13. http://dx.doi.org/10.1187/cbe.15-10-0211.

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Authentic research experiences are valuable components of effective undergraduate education. Research experiences during the first years of college are especially critical to increase persistence in science, technology, engineering, and mathematics fields. The Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) model provides a high-impact research experience to first-year students but is usually available to a limited number of students, and its implementation is costly in faculty time and laboratory space. To offer a research experience to all students taking introductory biology at Gonzaga University (n = 350/yr), we modified the traditional two-semester SEA-PHAGES course by streamlining the first-semester Phage Discovery lab and integrating the second SEA-PHAGES semester into other courses in the biology curriculum. Because most students in the introductory course are not biology majors, the Phage Discovery semester may be their only encounter with research. To discover whether students benefit from the first semester alone, we assessed the effects of the one-semester Phage Discovery course on students’ understanding of course content. Specifically, students showed improvement in knowledge of bacteriophages, lab math skills, and understanding experimental design and interpretation. They also reported learning gains and benefits comparable with other course-based research experiences. Responses to open-ended questions suggest that students experienced this course as a true undergraduate research experience.

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Moni, Roger W., Deanne H. Hryciw, Philip Poronnik, Lesley J. Lluka, and Karen B. Moni. "Assessing core manipulative skills in a large, first-year laboratory." Advances in Physiology Education 31, no. 3 (September 2007): 266–69. http://dx.doi.org/10.1152/advan.00020.2007.

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Responding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year class of students, most of whom were enrolled in Bachelor of Pharmacy and Human Movement Studies. Here, we report details for the 365 students enrolled primarily in Pharmacy and Human Movement Studies bachelor degree programs in semester 1 of 2006. We designed a specific strategy to assess five core laboratory skills: 1) accurate and precise use of a micropipette, 2) calculation of dilutions and preparation of diluted samples of saline, 3) accurate representation of data using a graph, 4) use of a light microscope, and 5) acquisition of digital data by measuring the latent period for the Achilles reflex. Graduate tutors were trained to teach and assess each student on each skill. The development of competency was tracked for all students across all five skills. Most students demonstrated proficiency on their first attempt. The development of proficiency across the core skills depended on both the skill and degree program. In semester 2 of 2006, 854 students mostly enrolled in the Bachelor of Science degree program and were similarly taught and assessed on the same five core skills. This approach was an effective teaching and assessment strategy that, when applied beyond first year, should increase the level of laboratory skills across undergraduate programs in physiology.

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Stern, Florian, Kostas Kampourakis, Catherine Huneault, Patricia Silveira, and Andreas Müller. "Undergraduate Biology Students’ Teleological and Essentialist Misconceptions." Education Sciences 8, no. 3 (August 31, 2018): 135. http://dx.doi.org/10.3390/educsci8030135.

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Research in developmental psychology has shown that deeply-rooted, intuitive ways of thinking, such as design teleology and psychological essentialism, impact children’s scientific explanations about natural phenomena. Similarly, biology education researchers have found that students often hold inaccurate conceptions about natural phenomena, which often relate to these intuitions. In order to further investigate the relation between students’ conceptions and intuitions, we conducted a study with 93 first year undergraduate students in biology. They were asked to express their level of agreement or disagreement with six misconception statements and to explain their choices in a two-tier test. Results showed a tendency for students to agree with teleological and essentialist misconceptions. However, no association was found between students’ teleological and essentialist conceptions as expressed in their agreement or disagreement with the various misconception statements. Moreover, we found evidence of a variable consistency across students’ answers depending on the misconception considered, which indicates that item features and contexts may have an effect on students’ answers. All together, these findings provide evidence for considerable persistence of teleological and essentialist misconceptions among students. We suggest future directions for thinking, studying, and analyzing students’ conceptions about biological phenomena.

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Angra, Aakanksha, Jason Nguyen, Neel Patel, and Stephanie Gutzler. "A Rubric for Assessing Student Drawings & Reasoning to Gauge Understanding of Osmosis & Diffusion." American Biology Teacher 83, no. 8 (October 1, 2021): 545–51. http://dx.doi.org/10.1525/abt.2021.83.8.545.

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The concepts of osmosis and diffusion are essential to biology, and student difficulties with them are well documented, along with multiple ways of assessment and diagnosis. We add to the literature by sharing how we used drawing and reasoning prompts with first-year undergraduate biology students to gauge learning before and after an osmosis and diffusion lab. We also share the development and validation of a three-point analytical rubric to score the keywords, student drawings, and reasoning prompts. The qualitative and quantitative nature of this exercise provides instructors with the unique opportunity to diagnose difficulties not only in introductory biology but throughout the undergraduate curriculum. Implementation strategies throughout the undergraduate curriculum are discussed.

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Cervantes-Valencia, Jesus Lizbeth, and Robert M. Kao. "From Cancer Microenvironment to Myofibroblasts." American Biology Teacher 85, no. 1 (January 1, 2023): 12–16. http://dx.doi.org/10.1525/abt.2023.85.1.12.

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One of the important mechanisms in cancer cell metastasis is the cellular function of a specific cell type called myofibroblast cells. Myofibroblast cells are unique cell types that play an important role in the cancer cell microenvironment. As a step toward integrating the latest peer-reviewed cancer research findings into a general biology remote learning setting, we developed an innovative guest speaker talk to engage first-year undergraduates to develop a prediction on tumor microenvironment. In our article, we describe integrated remote approaches using Jamboard and reflective mentoring to validate and reflect on undergraduate team responses within an inclusive and equitable framework. These teaching and mentoring strategies provide a framework for senior undergraduates to be transformative role model scholars that inspire the next generation of Latinx and Native American undergraduates in important topics related to health and environment and the process of science for general biology undergraduates.

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Mason, Nicholas A., Rebecca M. Brunner, Cissy J. Ballen, and Irby J. Lovette. "Cognitive and Social Benefits Among Underrepresented First-Year Biology Students in a Field Course: A Case Study of Experiential Learning in the Galápagos." Frontiers: The Interdisciplinary Journal of Study Abroad 30, no. 3 (November 15, 2018): 1–19. http://dx.doi.org/10.36366/frontiers.v30i3.422.

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Student attrition is a persistent challenge in the life sciences, particularly among underrepresented minorities, first-generation students, and women. Experiential learning through short-term study abroad opportunities diversify curricula by immersing students into non-traditional academic environments. However, most experiential learning and study abroad opportunities are primarily available to upper-division undergraduates. Here, we present a qualitative analysis of an experiential learning opportunity offered exclusively to first-year U.S. undergraduate students from underrepresented demographics. We performed ethnographic observations of a 10-day field component in the Galápagos Islands, and analyzed self-reported survey results and field journals. Students consistently reported strong cognitive gains in their understanding of basic evolutionary concepts. Most students also benefited socially, although we observed higher variation in self-reported social gains. Our findings suggest that immersive field courses may increase scientific literacy and retention of underrepresented students by engaging them in experience-driven learning.

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Morse, David, and France Jutras. "Implementing Concept-based Learning in a Large Undergraduate Classroom." CBE—Life Sciences Education 7, no. 2 (June 2008): 243–53. http://dx.doi.org/10.1187/cbe.07-09-0071.

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An experiment explicitly introducing learning strategies to a large, first-year undergraduate cell biology course was undertaken to see whether awareness and use of strategies had a measurable impact on student performance. The construction of concept maps was selected as the strategy to be introduced because of an inherent coherence with a course structured by concepts. Data were collected over three different semesters of an introductory cell biology course, all teaching similar course material with the same professor and all evaluated using similar examinations. The first group, used as a control, did not construct concept maps, the second group constructed individual concept maps, and the third group first constructed individual maps then validated their maps in small teams to provide peer feedback about the individual maps. Assessment of the experiment involved student performance on the final exam, anonymous polls of student perceptions, failure rate, and retention of information at the start of the following year. The main conclusion drawn is that concept maps without feedback have no significant effect on student performance, whereas concept maps with feedback produced a measurable increase in student problem-solving performance and a decrease in failure rates.

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Ballen, Cissy J., Marie Danielsen, Christian Jørgensen, John-Arvid Grytnes, and Sehoya Cotner. "Norway’s gender gap: classroom participation in undergraduate introductory science." Nordic Journal of STEM Education 1, no. 1 (November 15, 2017): 262. http://dx.doi.org/10.5324/njsteme.v1i1.2325.

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<p align="left"><strong>ABSTRACT: To assess the extent that gender disparities exist at the undergraduate level in STEM, we analyzed participation in three large introductory biology classes in Norway, a country with one of the highest ratings of gender equality in the world. Biology 100 is a traditionally taught lecture course for first year students that has one instructor, and employs diverse pedagogical techniques to increase engagement. Biology 102A and 102B are two immersive field courses for second year students; classes often take place in atypical teaching venues both indoors and outside. In Biology 100 and Biology 102B, we discovered that women participate less than would be expected given their numerical dominance, matching results from similar research conducted in the United States. In Biology 102A women participate the amount that would be expected given their numbers, and in no instances did we observe women speaking significantly more than would be expected. We discuss our results in the context of female success in STEM. If gender gaps in participation and performance are mutually reinforcing, educators seeking to promote women should address both factors simultaneously to maximize student achievement. Effective interventions are of critical importance for women in science, and have strong implications for the achievement of equity in STEM disciplines.</strong></p>

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Ortíz-Cabrera, Guadalupe, José Antonio Estrada, Ma Sagrario López-Meza, Marcela Sánchez-Delgado, and Irazú Contreras. "Association between dietary parameters and cognitive functions in first year undergraduate Health Sciences students." FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.03479.

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Gauthier, Andrea, Stuart Jantzen, Gaël McGill, and Jodie Jenkinson. "Molecular Concepts Adaptive Assessment (MCAA) Characterizes Undergraduate Misconceptions about Molecular Emergence." CBE—Life Sciences Education 18, no. 1 (March 2019): ar4. http://dx.doi.org/10.1187/cbe.17-12-0267.

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This paper discusses the results of two experiments assessing undergraduate students’ beliefs about the random nature of molecular environments. Experiment 1 involved the implementation of a pilot adaptive assessment ( n = 773) and focus group discussions with undergraduate students enrolled in first- through third-year biology courses; experiment 2 involved the distribution of the redesigned adaptive assessment to the same population of students in three consecutive years ( n = 1170). The overarching goal of the study was to provide a detailed characterization of learners’ perceptions and beliefs regarding molecular agency, environments, and diffusion and whether or not those beliefs change over time. Our results indicated that advanced learners hold as many misconceptions as novice learners and that confidence in their misconceptions increases as they advance through their undergraduate education. In particular, students’ understanding of random/Brownian motion is complex and highly contextual, suggesting that the way in which we teach biology does not adequately remediate students’ preconceived notions of molecular agency and may actually reinforce them.

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Mills, Kenneth V. "Biochemistry in an undergraduate writing-intensive first-year program: Seminar courses in drugs and bioethics." Biochemistry and Molecular Biology Education 43, no. 4 (July 3, 2015): 263–72. http://dx.doi.org/10.1002/bmb.20878.

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Harrison, Melinda, David Dunbar, Lisa Ratmansky, Kimberly Boyd, and David Lopatto. "Classroom-Based Science Research at the Introductory Level: Changes in Career Choices and Attitude." CBE—Life Sciences Education 10, no. 3 (September 2011): 279–86. http://dx.doi.org/10.1187/cbe.10-12-0151.

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Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates’ decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.

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Collings, David A., Juliet A. Gerrard, and Ashley Garrill. "Shaking up biology – our experiences teaching cell biology and biochemistry to a first year undergraduate class through the Canterbury (New Zealand) earthquakes." Journal of Biological Education 53, no. 3 (June 20, 2018): 236–49. http://dx.doi.org/10.1080/00219266.2018.1472134.

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Shulruf, Boaz, Meisong Li, Judy McKimm, and Melinda Smith. "Breadth of knowledge vs. grades: What best predicts achievement in the first year of health sciences programmes?" Journal of Educational Evaluation for Health Professions 9 (May 16, 2012): 7. http://dx.doi.org/10.3352/jeehp.2012.9.7.

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This study aimed to identify those features within secondary school curricula and assessment, particularly science subjects that best predict academic achievement in the first year of three different three-year undergraduate health professional programmes (nursing, pharmacy, and health sciences) at a large New Zealand university. In particular, this study compared the contribution of breadth of knowledge (number of credits acquired) versus grade level (grade point average) and explored the impact of demographic variables on achievement. The findings indicated that grades are the most important factor predicting student success in the first year of university. Although taking biology and physics at secondary school has some impact on university first year achievement, the effect is relatively minor.

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Caudill, Lester, April Hill, Kathy Hoke, and Ovidiu Lipan. "Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines." CBE—Life Sciences Education 9, no. 3 (September 2010): 212–16. http://dx.doi.org/10.1187/cbe.10-03-0020.

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Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics.

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March-Amengual, Jaume-Miquel, Irene Cambra Badii, Joan-Carles Casas-Baroy, Cristina Altarriba, Anna Comella Company, Ramon Pujol-Farriols, Josep-Eladi Baños, Paola Galbany-Estragués, and Agustí Comella Cayuela. "Psychological Distress, Burnout, and Academic Performance in First Year College Students." International Journal of Environmental Research and Public Health 19, no. 6 (March 12, 2022): 3356. http://dx.doi.org/10.3390/ijerph19063356.

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Background: The first years of university can be very challenging for students. Previous research has focused on the study of the prevalence of burnout and of psychological distress in medical students. The aim of this study was to investigate the prevalence of psychological symptoms and burnout reported by first-year students, the relationship between these variables and their academic performance, and the differences between health and non-health sciences students. Methods: An observational study with a cross-sectional design was performed. Students of health sciences (medicine, nursing, physiotherapy, psychology), and non-health sciences (biology, social sciences, business management, and engineering) undergraduate programs completed the Brief Symptom Inventory (BSI-18) and the Maslach Burnout Inventory-Student Survey (MBI-SS). Students’ grades for the first semester were collected. Results: A sample of 506 students participated. Prevalence of psychological distress was 27.1% and burnout was 7.3%. Academic performance was unaffected in relation to either psychological distress or burnout. Non-health sciences students showed a greater risk of depression. Conclusions: This study provides evidence of the high prevalence of psychological distress in the first year of college. Even when burnout prevalence was low, the results suggest the need to introduce prevention programs to improve the psychological wellbeing of these students.

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Atkinson, Sean R. "Elevated psychological distress in undergraduate and graduate entry students entering first year medical school." PLOS ONE 15, no. 8 (August 10, 2020): e0237008. http://dx.doi.org/10.1371/journal.pone.0237008.

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Ceyhan, Gaye D., and John W. Tillotson. "Mentoring Structures and the Types of Support Provided to Early-Year Undergraduate Researchers." CBE—Life Sciences Education 19, no. 3 (September 2020): ar26. http://dx.doi.org/10.1187/cbe.19-09-0183.

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This study investigated undergraduate researchers’ perspectives on mentoring structures and the support provided to them in their first and sophomore years. Participants reported receiving different types of support from faculty and postgraduates depending on their mentoring structures and the amount of research experience they gained.

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Gauthier, Andrea, and Jodie Jenkinson. "Serious Game Leverages Productive Negativity to Facilitate Conceptual Change in Undergraduate Molecular Biology." International Journal of Game-Based Learning 7, no. 2 (April 2017): 20–34. http://dx.doi.org/10.4018/ijgbl.2017040102.

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We designed a serious game, MolWorlds, to facilitate conceptual change about molecular emergence by using game mechanics (resource management, immersed 3rd person character, sequential level progression, and 3-star scoring system) to encourage cycles of productive negativity. We tested the value-added effect of game design by comparing and correlating pre- and post-test misconceptions, interaction statistics, and engagement in the game with an interactive simulation that used the same graphics and simulation system but lacked gaming elements. We tested first-, second-, and third-year biology students' misconceptions at the beginning and end of the semester (n = 526), a subset of whom played either the game (n = 20) or control (n = 20) for 30 minutes prior to the post-test. A 3x3 mixed model ANOVA revealed that, while educational level (first-, second-, or third-year biology) did not influence misconceptions from pre-test to post-test, the intervention type (no intervention, simulation, or game) did (p<.001). Pairwise comparisons showed that participants exposed to the interactive simulation (p = .007), as well as those exposed to the game (p<.001), lost significantly more misconceptions in comparison to those who did not receive any intervention, while adjusting for educational level. A trending difference was found between the simulation group and the gaming group (p = .084), with the gaming group resolving more misconceptions. Quantitative analysis of click-stream data revealed the greater exploratory freedom of the control simulation, with greater accessibility to individuals who do not play games on a regular basis. However, qualitative analysis of gameplay data showed that MolWorlds-players experienced significantly more instances of productive negativity than control-users (p<.001) and that a trending relationship exists between the quality of productively negative events and lower post-test misconceptions (p = .066).

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Rodenbusch, Stacia E., Paul R. Hernandez, Sarah L. Simmons, and Erin L. Dolan. "Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees." CBE—Life Sciences Education 15, no. 2 (June 2016): ar20. http://dx.doi.org/10.1187/cbe.16-03-0117.

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National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research.

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Peedin, Alexis R., Yara A. Park, Marshall A. Mazepa, R. Chad Siniard, Thomas Neish, and Jay S. Raval. "The Impact of an Undergraduate Biology Class on Donor Recruitment at a Hospital-Based Blood Donor Center." American Journal of Clinical Pathology 153, no. 3 (November 30, 2019): 368–73. http://dx.doi.org/10.1093/ajcp/aqz177.

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Abstract Objectives A biology class, BIOL 294H, taught undergraduates about platelet donation while partnering with the University of North Carolina’s (UNC’s) hospital-based Blood Donation Center to recruit apheresis platelet donors. We identified our platelet donors’ demographics and learned how BIOL 294H affected recruitment. Methods Every platelet donor presenting to the UNC Blood Donation Center from February 7, 2017, to March 10, 2017, was asked to complete an electronic 10-question survey. Results A total of 159 unique donors completed the survey; 64% were female and 75% were between ages 18 and 25 years. Overall, 70% were UNC undergraduate students. Over half (56%) reported first learning about platelet donation through word of mouth, and 22% cited specific efforts associated with BIOL 294H. Conclusions Recruitment of undergraduate platelet donors primarily included BIOL 294H peer interactions and deliverables from the class, such as social media updates and events on campus. The sustained recruiting efforts of our students over many years contributed to recruitment of a majority of our platelet donors.

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Blank, J. M., K. J. McGaughey, E. L. Keeling, K. L. Thorp, C. C. Shannon, and J. M. Scaramozzino. "A Novel Assessment Tool for Quantitative Evaluation of Science Literature Search Performance: Application to First-Year and Senior Undergraduate Biology Majors." College & Research Libraries 77, no. 6 (October 31, 2016): 682–702. http://dx.doi.org/10.5860/crl.77.6.682.

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Whittingham, M. Stanley. "Materials in the Undergraduate Chemistry Curriculum." MRS Bulletin 15, no. 8 (August 1990): 40–45. http://dx.doi.org/10.1557/s0883769400058942.

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Although solids are one of the three states of matter, and the solid state is pervasive throughout science and our lives, students would not know it from the standard chemistry curriculum, which still emphasizes small molecules. Despite this education, a significant proportion (more than 30%) of all chemists end up as practitioners of materials chemistry, either in inorganic solids or in polymers, and they must therefore obtain on-the-job education. Not only should this need be reflected in the curriculum, but it should be possible through modern areas of chemistry such as materials to bring some of the excitement of the practicing chemist to the undergraduate student's first chemistry course, perhaps turning around the flight from science, and from chemistry and physics in particular. The American Chemical Society is encouraging this approach through the proposal of a certified BS degree in chemistry with emphasis in materials. To place the present position in perspective, one only needs to look at the recent figures tabulated by the National Science Foundation; there is a tremendous attrition of students planning to major in science and engineering during the freshman year (See Table I).Potential science majors are indeed there, but they are being lost due to their first experiences, which are usually in general chemistry and calculus, and a lesser number in biology and physics. It is therefore imperative that these courses encourage students rather than kill their enthusiasm.

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Goldey, Ellen S., Clarence L. Abercrombie, Tracie M. Ivy, Dave I. Kusher, John F. Moeller, Doug A. Rayner, Charles F. Smith, and Natalie W. Spivey. "Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology." CBE—Life Sciences Education 11, no. 4 (December 2012): 353–63. http://dx.doi.org/10.1187/cbe.11-02-0017.

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We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students’ interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.

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Eaton, Carrie Diaz, Deborah Allen, Laurel J. Anderson, Gillian Bowser, Mark A. Pauley, Kathy S. Williams, and Gordon E. Uno. "Summit of the Research Coordination Networks for Undergraduate Biology Education." CBE—Life Sciences Education 15, no. 4 (December 2016): mr1. http://dx.doi.org/10.1187/cbe.16-03-0147.

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The first summit of projects funded by the National Science Foundation’s Research Coordination Networks for Undergraduate Biology Education (RCN-UBE) program was held January 14–16, 2016, in Washington, DC. Sixty-five scientists and science educators from 38 of the 41 Incubator and Full RCN-UBE awards discussed the value and contributions of RCNs to the national biology education reform effort. The summit illustrated the progress of this innovative UBE track, first awarded in 2009. Participants shared experiences regarding network development and growth, identified best practices and challenges faced in network management, and discussed work accomplished. We report here on key aspects of network evaluation, characteristics of successful networks, and how to sustain and broaden participation in networks. Evidence from successful networks indicates that 5 years (the length of a Full RCN-UBE) may be insufficient time to produce a cohesive and effective network. While online communication promotes the activities of a network and disseminates effective practices, face-to-face meetings are critical for establishing ties between network participants. Creation of these National Science Foundation–funded networks may be particularly useful for consortia of faculty working to address problems or exchange novel solutions discovered while introducing active-learning methods and/or course-based research into their curricula.

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Matthews, Kelly E., Peter Adams, and Merrilyn Goos. "Using the Principles of BIO2010 to Develop an Introductory, Interdisciplinary Course for Biology Students." CBE—Life Sciences Education 9, no. 3 (September 2010): 290–97. http://dx.doi.org/10.1187/cbe.10-03-0034.

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Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council's BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses.

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Matz, Rebecca L., and Sarah E. Jardeleza. "Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative." CBE—Life Sciences Education 15, no. 4 (December 2016): ar57. http://dx.doi.org/10.1187/cbe.15-10-0222.

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Undergraduate science, technology, engineering, and mathematics (STEM) education reform continues to be a national priority. We studied a reform process in undergraduate biology at a research-intensive university to explore what leadership issues arose in implementation of the initiative when characterized with a descriptive case study method. The data were drawn from transcripts of meetings that occurred over the first 2 years of the reform process. Two literature-based models of change were used as lenses through which to view the data. We find that easing the burden of an undergraduate education reform initiative on faculty through articulating clear outcomes, developing shared vision across stakeholders on how to achieve those outcomes, providing appropriate reward systems, and ensuring faculty have ample opportunity to influence the initiative all appear to increase the success of reform. The two literature-based models were assessed, and an extended model of change is presented that moves from change in STEM instructional strategies to STEM organizational change strategies. These lessons may be transferable to other institutions engaging in education reform.

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Porter, Jason A., Kevin C. Wolbach, Catherine B. Purzycki, Leslie A. Bowman, Eva Agbada, and Alison M. Mostrom. "Integration of Information and Scientific Literacy: Promoting Literacy in Undergraduates." CBE—Life Sciences Education 9, no. 4 (December 2010): 536–42. http://dx.doi.org/10.1187/cbe.10-01-0006.

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The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement.

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Hanna, Sharon, Jason Pither, and Mathew Vis-Dunbar. "Implementation of an Open Science Instruction Program for Undergraduates." Data Intelligence 3, no. 1 (February 2021): 150–61. http://dx.doi.org/10.1162/dint_a_00086.

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The scientific, social, and economic advantages that accrue from Open Science (OS) practices—ways of doing research that emphasize reproducibility, transparency, and accessibility at all stages of the research cycle—are now widely recognized in nations around the world and by international bodies such as the United Nations and the Organization for Economic Cooperation and Development. However, program wide or coordinated instruction of undergraduate students in OS practices remains uncommon. At the University of British Columbia in Canada, we have started to develop a comprehensive undergraduate OS program that can be adapted to and woven into diverse subject curricula. We report on the context and planning of the pilot module of the program, “Open Science 101”, its implementation in first-year Biology in Fall 2019, and qualitative results of an attitudinal survey of students following their course.

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Kuzmenko, Tatiana, Ashwarya Sharma, and Demian A. Willette. "Plant-Derived Drug Discovery in an Introductory Biology Laboratory Course." American Biology Teacher 83, no. 4 (April 1, 2021): 214–21. http://dx.doi.org/10.1525/abt.2021.83.4.214.

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Hands-on, inquiry-based laboratory activities are excellent opportunities to introduce first-year undergraduate students to the lab environment and to catalyze new interest in topics they may not yet know or be as enthusiastic about studying. We describe a multisession introductory laboratory activity that couples the research areas of medicinal drug discovery and plant biology. Selecting from a diversity of native California plants and broadly recognized medicinal plants, students learn and apply an assortment of basic phytochemical assays, analyze preliminary data, and then formulate hypothesis-driven follow-up experiments. Working in small groups, students develop shared project management and collaboration skills, and present activity results to peers in multiple modalities. Furthermore, we summarize findings from 163 student experiments using 29 plant species into an Instructor’s Resource Table to facilitate guiding students through their preliminary and follow-up experiments. Lastly, we include student responses from pre- and post-activity surveys on their changing attitudes toward plant biology.

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Alhamami, Munassir, and Abdullah Almelhi. "The dilemma of English as a medium of instruction policy in science college programs." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1045–60. http://dx.doi.org/10.24815/siele.v8i3.21218.

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Achieving science undergraduate programs learning outcomes relies on the students’ proficiency in the language of instruction, a challenge that many policymakers ignore. This study is to understand the influence of English as a medium of instruction (EMI) policy in four undergraduate science programs, namely, Biology, Chemistry, Physics, and Mathematics, in Saudi Arabia. The data were collected from the following groups of participants: 1461 science alumni records, 769 current undergraduate science students’ surveys, and 111 science university instructors’ surveys. The results of alumni records indicated that grades of the intensive English program in the first year predict the alumni cumulative grade point average (GPA) once they finish their four-year program. The results demonstrated that the higher is the alumni’s English proficiency, the better is their cumulative GPA. The results of the current science students’ questionnaire showed their preferred language of instruction could be predicted by their attitudes and society’s attitudes. Most of these students preferred to learn sciences in their native language (Arabic), which contradicted the policy of the current program. The instructors’ questionnaire results showed that instructors held divergent perspectives on the usage of EMI and students’ native language in the undergraduate science programs. To conclude, educationists and programs policymakers need to locate more attention and interventions toward the language of instruction. It is also recommended that universities provide science students with more English courses. Science students should also have English for science purposes courses to familiarize them with the science terms and prepare them to read science materials.

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Findley-Van Nostrand, Danielle, and Richard S. Pollenz. "Evaluating Psychosocial Mechanisms Underlying STEM Persistence in Undergraduates: Evidence of Impact from a Six-Day Pre–College Engagement STEM Academy Program." CBE—Life Sciences Education 16, no. 2 (June 2017): ar36. http://dx.doi.org/10.1187/cbe.16-10-0294.

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The persistence of undergraduate students in science, technology, engineering, and mathematics (STEM) disciplines is a national issue based on STEM workforce projections. We implemented a weeklong pre–college engagement STEM Academy (SA) program aimed at addressing several areas related to STEM retention. We validated an instrument that was developed based on existing, validated measures and examined several psychosocial constructs related to STEM (science identity, self-efficacy, sense of belonging to the university and to STEM, career expectancies, and intention to leave STEM majors) before and after the program. We also compared students in the SA program with a matched comparison group of first-year students. Results show that SA students significantly increased in science identity and sense of belonging to STEM and to the university, all predictive of increased STEM retention and a primary aim of the program. Relative to the matched comparison group, SA students began their first semester with higher STEM self-efficacy, sense of belonging, and science identity, positive career expectancies, and lower intention to leave STEM. The SA cohort showed 98% first-year retention and 92% STEM major retention. The SA program serves as a model of a scalable, first-level, cocurricular engagement experience to enhance psychosocial factors that impact undergraduate persistence in STEM.

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Etiubon, Rebecca Ufonabasi. "Career Choice Determinants and Academic Achievement of First Year Science Education Students of University of Uyo." International Journal for Innovation Education and Research 6, no. 7 (July 31, 2018): 136–47. http://dx.doi.org/10.31686/ijier.vol6.iss7.1097.

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The study investigated career choice determinants and academic achievement of first year science education students of the University of Uyo. It was an ex-post facto research design with three research questions and three hypotheses guiding the study. The population of the study was 634 undergraduate science education students in the 2016/2017 academic session. One hundred and twenty-four (124)first year students randomly selected across the five units of the department (integrated science, physics chemistry, biology and mathematics) formed the sample size for the study. Questionnaire was the instrument for data collection. The data collected were analysed using mean and standard deviation, ANOVA and MANOVA. Instrument reliability using Cronbach alpha reliability coefficient was 0.82. The findings of the study showed that students find themselves tied down to rigid programme schedules that do not give them room to fully concentrate on their areas of specialization. This adds to schooling burden and dampens the excitement they originally came into the programme with. The study also found that due to lack of information on various career choices students lose interest easily even though their choices were on the career choices they made. Parental desire causes students to come out with poor results at the end of semester and graduation. It was also found that gender is not a significant factor on the problems encountered. The result further showed that different units of the department have significant influence on the problems encountered. It was recommended amongst others, that proper orientation/counseling be given to students to enable them cope with workload challenges at the commencement of the programme in the different units of the department.

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Hoskinson, A. M., M. D. Caballero, and J. K. Knight. "How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research." CBE—Life Sciences Education 12, no. 2 (June 2013): 153–61. http://dx.doi.org/10.1187/cbe.12-09-0149.

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If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.

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Hawkins, Whitney, Kate Goddard, and Carlita Favero. "A Cocurricular Program That Encourages Specific Study Skills and Habits Improves Academic Performance and Retention of First-Year Undergraduates in Introductory Biology." CBE—Life Sciences Education 20, no. 1 (March 2021): ar4. http://dx.doi.org/10.1187/cbe.20-06-0117.

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A short (8-week), low-cost intervention focused on study skills improved performance and persistence of first-year undergraduates in introductory biology. Wide-scale adoption of teaching study skills in STEM gateway courses is suggested to improve student outcomes, particularly for students who are commonly underrepresented.

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Urek, Handan. "Sudoku puzzles for practicing SI prefixes: A case study with Turkish undergraduates." Cypriot Journal of Educational Sciences 15, no. 5 (October 29, 2020): 1065–77. http://dx.doi.org/10.18844/cjes.v15i5.5152.

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The purpose of this study was to develop two Sudoku puzzles for undergraduate students which can be utilised in the context of introductory physical science courses in order to assist them to practice SI prefixes. For this reason, SI prefixes for decimal multiples and submultiples were addressed in two separate puzzles. To test the puzzles, a case study was conducted with 20 biology teaching students studying their first year in a state university in Turkey. Data were collected with the help of a questionnaire posed to the students before and after the application of the puzzles. According to the results, 18 students (90%) completed the puzzles successfully. In addition, the students agreed that solving the Sudoku puzzles made contributions to them in terms of practicing SI prefixes. It is recommended that the Sudoku puzzles developed in this study might be used efficiently for all undergraduate students taking courses such as general chemistry and physics. Keywords: SI prefixes, educational games, Sudoku puzzles, introductory science courses.

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Halpin, Patricia A., and Chaya Gopalan. "Using dramatizations to teach cell signaling enhances learning and improves students’ confidence in the concept." Advances in Physiology Education 45, no. 1 (March 1, 2021): 89–94. http://dx.doi.org/10.1152/advan.00177.2020.

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Certain physiology concepts can be difficult for students to understand, and new strategies need to be implemented to teach these concepts. Cell signaling is a core concept in physiology and is presented to undergraduate students starting with their first-year Principles of Biology course. Flipped teaching (FT) combined with dramatizations were used to teach steroid hormone and protein hormone cell signaling in an Animal Physiology course. Student knowledge level improved, as demonstrated by posttest scores compared to pretest scores. Their confidence level in the material improved after the dramatization activities were completed. In conclusion, the combination of FT with dramatizations enhances student learning and confidence level.

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Södervik, Ilona, Maija Nousiainen, and Ismo T. Koponen. "First-Year Life Science Students’ Understanding of the Role of Plants in the Ecosystem—A Concept Network Analysis." Education Sciences 11, no. 8 (July 21, 2021): 369. http://dx.doi.org/10.3390/educsci11080369.

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The purpose of this study is to increase the understanding about undergraduate life science students’ conceptions concerning the role of photosynthesizing plants in the ecosystem, utilizing a network analysis method. Science learning requires the integration and linking of abstract and often counterintuitive concepts successfully into multifaceted networks. The quality of these networks, together with their abilities to communicate via the language of science, influences students’ success in academic, verbal problem-solving tasks. This study contributes to investigating students’ understanding, utilizing a modern network analysis method in exploring first-year university life science students’ written answers. In this study, a total of 150 first-year life science students answered two open-ended tasks related to the role of photosynthesizing plants in the ecosystem. A network analysis tool was used in exploring the occurrence of different-level science concepts and the interrelatedness between these concepts in students’ verbal outputs. The results showed that the richness of concept networks and students’ use of macro-concepts were remarkably varied between the tasks. Higher communicability measures were connected to the more abundant existence of macro-concepts in the task concerning the role of plants from the food-chain perspective. In the answers for the task concerning the role of plants regarding the atmosphere, the students operated mainly with single facts, and there were only minor interconnections made between the central concepts. On the basis of these results, the need for more all-encompassing biology teaching concerning complex environmental and socio-economic problems became evident. Thus, methodological and pedagogical contributions are discussed.

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KUPRIYANOVA, ELENA. "Obituary: Alexander Vladimirovich Rzhavsky (1959–2018)." Zoosymposia 19, no. 1 (December 28, 2020): 33–40. http://dx.doi.org/10.11646/zoosymposia.19.1.8.

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Alexander (or Sasha as he was known and preferred to be addressed by his friends) Rzhavsky was born in Moscow, then USSR on 25 August 1959, which means he would have turned 60 soon after the 13th International Polychaete Conference held in Long Beach in August 2019. He was one of those “natural born biologists” whose keen interest in biology became obvious when he was still a child and this interest developed into both profession and life-time passion. In 1976 Alexander graduated from one of the high schools in Moscow that had a specialization in biology and a year later he started his undergraduate studies at Biological Faculty of Moscow Lomonosov State University. He started doing research at the Department of Zoology and Comparative Anatomy of Invertebrates as an undergraduate and that was the time when his scientific interests were determined, as both his Honors and Master’s projects were dedicated to polychaetes, the animals Sasha continued to study for the rest of his life. His diploma thesis was entitled “Ecology of Janua (Dexiospira) nipponica and J. (D.) alveolata (Polychaeta, Spirorbidae) near the southern shore of the Primorye and the morphology of their tubes”. Based on the results of these student projects Alexander published his first two research papers.

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Rayner, Gerry, and Theo Papakonstantinou. "Interactions among students’ prior learning, aspiration, confidence and university entrance score as determinants of academic success." Student Success 9, no. 2 (March 24, 2018): 1–12. http://dx.doi.org/10.5204/ssj.v9i2.438.

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We studied the effect grade aspiration, confidence in achieving that grade, prior learning and university entrance ranking had on first year biology students’ final grade. We hypothesised that (1) students with higher aspiration will achieve higher grades than those with lower aspiration; (2) students with prior biology learning will have a higher grade aspiration and a higher confidence of achieving that aspiration than those without such learning; (3) university entrance rank will impact students’ final grade; and (4) students with prior biology learning will achieve a higher final grade than those without such study. We found that Hypotheses 3 and 4 were supported, Hypothesis 2 was partially supported, and that Hypothesis 1 was unsupported. If these results reflect broader patterns - that undergraduate student grade aspiration is not a predictor of their subsequent final grade - then targeted information and curricula scaffolding must be provided to better align student aspirations with their actual academic achievement.

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Hunter, Tony. "My biochemical journey from a Cambridge undergraduate to the discovery of phosphotyrosine." Biochemist 43, no. 6 (December 23, 2021): 74–77. http://dx.doi.org/10.1042/bio_2021_197.

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The most notable moment in my career as a biochemist was the discovery of phosphotyrosine, a somewhat serendipitous finding that turned out to have some very important consequences, notably, in human cancer. My career as a biochemist which has spanned nearly 60 years, began when I was 16. At the time, I was in the sixth form at Felsted School, a boarding school in Essex England, and my biology master, David Sturdy, elected to teach me some extracurricular biochemistry, giving me one-on-one tutorials on glycolysis and the TCA cycle. These early biochemistry lessons turned out to be invaluable because I was able to regurgitate them to answer a question in the University of Cambridge scholarship exam in the autumn of 1960. As a result, I was lucky enough to be awarded an Exhibition at Gonville and Caius College, the college where my father had studied for a medical degree during World War II. When I arrived in Cambridge in October 1962 to read natural sciences (see Figure 1), it was a natural choice to take biochemistry as one of my three required first-year courses. The Part I biochemistry course was taught by a series of excellent lecturers, including Philip Randle (a prominent diabetes researcher who described the Randle Cycle), Brian Chappell (who discovered mitochondrial transporters) and Asher Korner (a pioneer of cell free systems to study protein synthesis). It quickly became clear that biochemistry was an exciting subject, and Brian Chappell, my biochemistry supervisor at Caius, made supervisions a lot of fun. I also took Part I courses in invertebrate zoology and, importantly, organic chemistry, which gave me insights into how the metabolites we were learning about in biochemistry worked as chemicals.

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Magi M, Jayagandhi S, Dinesh Kumar V, Rajprasath R, Bhavani Prasad G, and Rema Devi. "Analysing the Effect of Incorporating Images While Framing MCQs For Online Clinical Anatomy Assessment Among First Year Medical Students." International Journal of Anatomy and Research 10, no. 4 (December 5, 2022): 8482–88. http://dx.doi.org/10.16965/ijar.2022.225.

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The disruptions caused by COVID-19 pandemic has significantly affected the assessment component of the undergraduate medical curriculum. The lack of physical ascertainment of the learning outcomes has forced the medical educators across the world to adopt online modes of assessment. Though multiple options like true / false, short answers and viva were available, the most common tool for many was multiple choice questions as they could be arranged according to the cognitive hierarchy of Miller’s pyramid. The present study was undertaken to analyze the effect of incorporating images while framing MCQs for online anatomy assessment among first year medical students. The study was planned in a quasi-controlled design where a batch of 150 students were subjected to a set of 40 multiple choice questions (20 text based and 20 image based MCQs). The questions were designed following Ebel and Frisbie guidelines of MCQs and validated by three investigators independently. Three cycles of assessments were conducted, and the scores were analyzed. At the end of 3 cycles of assessment feedback was taken from the students regarding this method of assessment. The performance of students was better in image based MCQs compared to traditional MCQs in all regions. Upon documenting the percipience, students had felt that image based MCQs were interesting, improved their clinical reasoning skills, lateral thinking abilities and quest for learning applied anatomy. Thus, we postulate that image based MCQs could be considered as better assessment tool in the era of online learning KEYWORDS: Assessment, Clinical anatomy, Image based assessment, MCQs, Online learning.

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Ullal, Namratha Ashwin, Bindiya Sathis, Mohd Ehtesham Ali Farooqui, and Ashwini. "Periodic reinforcement of knowledge and attitude towards basic life support skills among the medical undergraduates: A necessity of undergraduate medical education." Biomedicine 42, no. 2 (May 1, 2022): 333–37. http://dx.doi.org/10.51248/.v42i2.969.

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Introduction and Aim: A sudden cardiac arrest can be a life-threatening emergency with poor survival rates. By learning basic life support (BLS) and practicing simple cardiopulmonary resuscitation (CPR), the patient is likely to survive until arrival of expert medical help. The study therefore aims to determine if trained medical undergraduate students retain knowledge and attitude regarding skills. Methods: About 150 students in the first year of medical school participated in the current study. The students attended two BLS training sessions of three hours each. The students were evaluated at six weeks and followed up at six months following the initial training session. The psychomotor skills were check-listed, and the performance was scored between 0 to 5. Data on knowledge and attitudes were collected with a pre-validated self-administered questionnaire. Results: Among the participants, 69% were males, and 33% were females. The mean age group of study subjects was 21 ± three years. The skill scores (p=0.001) and knowledge scores (p=0.001) were significantly different at six weeks and six months after the initial training. Six weeks after the initial training session, the percentage of correct responses for knowledge questions was significantly higher than six months later. Approximately 86.3% of participants felt the BLS training was adequate to perform resuscitation confidently, while only 66.7% were confident after six months of training (p=0.001). Also, the number of students confident to give BLS during a medical emergency was significantly higher at six weeks after the initial training session than six months (p=0.001). Conclusion: The study shows significant decay in psychomotor skills and knowledge and attitude among the medical undergraduates. Therefore, regular hands-on training with certifiable courses is required to reinforce skills and update knowledge regarding BLS.

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Perkins, Katherine, and Michelle Smith. "“At the end of my course, students should be able to …”: The benefits of creating and using effective learning goals." Microbiology Australia 31, no. 1 (2010): 35. http://dx.doi.org/10.1071/ma10035.

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At the University of Colorado at Boulder (CU), several science departments ? including Molecular, Cellular, and Developmental Biology (MCDB) ? are working to improve undergraduate science education as part of the Science Education Initiative (SEI). The SEI is a 5-year project designed to support faculty-led, departmental-wide improvements in students? learning of and engagement in science. In each of the five funded departments, faculty are taking a scholarly approach to transforming their courses and introducing proven teaching practices. An important first step in course transformation has been to define explicit learning goals (also known as ?learning outcomes? or ?objectives?) for each course. In this paper, we focus on the process and benefit of writing learning goals, with specific examples from CU?s MCDB department.

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Randi, Marco Antonio Ferreira, and Hernandes Faustino de Carvalho. "Learning through role-playing games: an approach for active learning and teaching." Revista Brasileira de Educação Médica 37, no. 1 (March 2013): 80–88. http://dx.doi.org/10.1590/s0100-55022013000100012.

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This study evaluates the use of role-playing games (RPGs) as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group) or a lecture (lecture-based group) on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later), the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

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Sharma, Tanmay, Christine Langlois, Rita E. Morassut, and David Meyre. "Effect of living arrangement on anthropometric traits in first-year university students from Canada: The GENEiUS study." PLOS ONE 15, no. 11 (November 6, 2020): e0241744. http://dx.doi.org/10.1371/journal.pone.0241744.

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Background The transition to university often involves a change in living arrangement for many first-year students. While weight gain during first year of university has been well documented, Canadian literature on the impact of living arrangement within this context is limited. The objective of this investigation was to explore the effect of living arrangement on anthropometric traits in first-year university students from Ontario, Canada. Methods 244 first-year undergraduate students were followed longitudinally with data collected early in the academic year and towards the end of the year. Anthropometric parameters including weight, waist and hip circumference, body mass index (BMI), and waist-to-hip ratio (WHR) were examined. The Wilcoxon signed-rank test was used for pairwise comparison of traits from the beginning to end the year in the absence of adjustments. Additionally, linear regression models with covariate adjustments were used to investigate effect of the type of living arrangement (i.e. on-campus, off-campus, or family home) on the aforementioned traits. Results In the overall sample, a significant weight increase of 1.55kg (95% CI: 1.24–1.86) was observed over the school year (p<0.001), which was also accompanied by significant gains in BMI, and waist and hip circumferences (p<0.001). At baseline, no significant differences were found between people living on-campus, off-campus, and at home with family. Stratified analysis of change by type of living arrangement indicated significant gains across all traits among students living on-campus (p<0.05), and significant gains in weight and BMI among students living at home with family. Additionally, a comparison between living arrangements revealed that students living on campus experienced significantly larger gains in weight and BMI compared to students living off-campus (p<0.05). Conclusion Our findings indicate that living arrangement is associated with different weight gain trajectories in first-year university students.

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