Real-Lab-Day as an innovative approach to optimize and validate laboratory protocols for higher education practical classes: focus on bacterial pathogenicity.

Abstract

The Real-Lab-Day active learning methodology is an innovative approach aimed at deepening undergraduate students' understanding of the scientific process by integrating theory with practical laboratory experience in microbiology. This study aimed to reassess the educational impact of Real-Lab-Day ten years after its initial implementation and to explore its potential for optimizing experimental microbiology protocols. Undergraduate students participated in authentic laboratory experiments under the supervision of graduate mentors. To assess the impact of the activity, formative questionnaires were administered to evaluate students' perceptions of learning, engagement, and motivation. In parallel, the methodology was employed to optimize a bacterial pathogenicity protocol using enteroinvasive Escherichia coli (EIEC) as a model organism. Our data revealed sustained student approval and confirmed the effectiveness of the methodology in consolidating theoretical knowledge, developing practical and cognitive skills, and fostering interest in microbiological research. Furthermore, Real-Lab-Day enabled the successful optimization of bacterial invasion and dissemination protocol. Overall, Real-Lab-Day emerges as a multifunctional pedagogical strategy that effectively connects teaching and research. It enhances student learning experiences while also contributing to the optimization and validation of experimental protocols for use in practical classes. The methodology aligns with contemporary higher education practices and holds strong potential for future educational research.