Microbiology education最新文献

{"title":"An evaluation of web-based case studies in microscopy.","authors":"Susan M Merkel,&nbsp;Marilyn Dispensa,&nbsp;William C Ghiorse","doi":"10.1128/me.7.1.12-19.2006","DOIUrl":"https://doi.org/10.1128/me.7.1.12-19.2006","url":null,"abstract":"<p><p>It is often difficult to provide students in introductory science courses with opportunities that mimic the investigative learning experience of doing research. This is particularly true in microbiology courses where advanced microscopy techniques are expensive and difficult to do. To that end, we developed three computer-based case studies around real-life scenarios. Our goals were to: (i) improve students' understanding of advanced microscopic techniques, (ii) give students practice analyzing and interpreting data, and (iii) model a scientific approach to how these techniques are applied to current issues in microbiology. Each case requires students to use references and interpret actual microscopic images, thus giving them a more realistic experience than we could previously provide. We analyzed student learning and perceptions to these case studies. After doing the case studies, students were more able to apply microscopic methods to a realistic problem, thus demonstrating an understanding of how the methods are used. Students appreciated the intellectual challenges presented by having to interpret and analyze actual microscopic images. This approach has allowed us to introduce new areas of content to our course and to stimulate critical thinking skills, a difficult task in a large introductory microbiology course.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"7 ","pages":"12-9"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633140/pdf/jmbe-7-1-12.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31415723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the impact of a classroom response system in a microbiology course.","authors":"Erica Suchman,&nbsp;Kay Uchiyama,&nbsp;Ralph Smith,&nbsp;Kim Bender","doi":"10.1128/me.7.1.3-11.2006","DOIUrl":"https://doi.org/10.1128/me.7.1.3-11.2006","url":null,"abstract":"<p><p>The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor's ability to respond to student's misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors' common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"7 ","pages":"3-11"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633139/pdf/jmbe-7-1-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31415722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The delta cooperative model: a dynamic and innovative team-work activity to develop research skills in microbiology.","authors":"Carlos Rios-Velazquez,&nbsp;Reynaldo Robles-Suarez,&nbsp;Alberto J Gonzalez-Negron,&nbsp;Ivan Baez-Santos","doi":"10.1128/me.7.1.20-27.2006","DOIUrl":"https://doi.org/10.1128/me.7.1.20-27.2006","url":null,"abstract":"<p><p>The Delta Cooperative Model (DCM) is a dynamic and innovative teamwork design created to develop fundamentals in research skills. High school students in the DCM belong to the Upward Bound Science and Math (UBSM) program at the Inter American University, Ponce Campus. After workshops on using the scientific method, students were organized into groups of three students with similar research interests. Each student had to take on a role within the group as either a researcher, data analyst, or research editor. Initially, each research team developed hypothesis-driven ideas on their proposed project. In intrateam research meetings, they emphasized team-specific tasks. Next, interteam meetings were held to present ideas and receive critical input. Finally, oral and poster research presentations were conducted at the UBSM science fair. Several team research projects covered topics in medical, environmental, and general microbiology. The three major assessment areas for the workshop and DCM included: (i) student's perception of the workshops' effectiveness in developing skills, content, and values; (ii) research team self- and group participation evaluation, and (iii) oral and poster presentation during the science fair. More than 91% of the students considered the workshops effective in the presentation of scientific method fundamentals. The combination of the workshop and the DCM increased student's knowledge by 55% from pre- to posttests. Two rubrics were designed to assess the oral presentation and poster set-up. The poster and oral presentation scores averaged 83% and 75% respectively. Finally, we present a team assessment instrument that allows the self- and group evaluation of each research team. While the DCM has educational plasticity and versatility, here we document how the this model has been successfully incorporated in training and engaging students in scientific research in microbiology.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"7 ","pages":"20-7"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633141/pdf/jmbe-7-1-20.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31415724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The delta cooperative model: a dynamic and innovative team-work activity to develop research skills in microbiology.","authors":"C. Rios-Velazquez, Reynaldo Robles-Suarez, Alberto J. GONZALEZ-NEGRON, Ivan Baez-Santos","doi":"10.1128/JMBE.V7I1.84","DOIUrl":"https://doi.org/10.1128/JMBE.V7I1.84","url":null,"abstract":"The Delta Cooperative Model (DCM) is a dynamic and innovative teamwork design created to develop fundamentals in research skills. High school students in the DCM belong to the Upward Bound Science and Math (UBSM) program at the Inter American University, Ponce Campus. After workshops on using the scientific method, students were organized into groups of three students with similar research interests. Each student had to take on a role within the group as either a researcher, data analyst, or research editor. Initially, each research team developed hypothesis-driven ideas on their proposed project. In intrateam research meetings, they emphasized team-specific tasks. Next, interteam meetings were held to present ideas and receive critical input. Finally, oral and poster research presentations were conducted at the UBSM science fair. Several team research projects covered topics in medical, environmental, and general microbiology. The three major assessment areas for the workshop and DCM included: (i) student's perception of the workshops' effectiveness in developing skills, content, and values; (ii) research team self- and group participation evaluation, and (iii) oral and poster presentation during the science fair. More than 91% of the students considered the workshops effective in the presentation of scientific method fundamentals. The combination of the workshop and the DCM increased student's knowledge by 55% from pre- to posttests. Two rubrics were designed to assess the oral presentation and poster set-up. The poster and oral presentation scores averaged 83% and 75% respectively. Finally, we present a team assessment instrument that allows the self- and group evaluation of each research team. While the DCM has educational plasticity and versatility, here we document how the this model has been successfully incorporated in training and engaging students in scientific research in microbiology.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"7 1","pages":"20-7"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63825046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the impact of a classroom response system in a microbiology course.","authors":"E. Suchman, Kayoko Uchiyama, Ralph Smith, Kim K. Bender","doi":"10.1128/JMBE.V7I1.82","DOIUrl":"https://doi.org/10.1128/JMBE.V7I1.82","url":null,"abstract":"The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor's ability to respond to student's misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors' common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"7 1","pages":"3-11"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63825346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and evaluation of an electronic guide for introductory microbiology skills.","authors":"Alice Wright,&nbsp;Ethelynda E Harding","doi":"10.1128/me.6.1.28-35.2005","DOIUrl":"https://doi.org/10.1128/me.6.1.28-35.2005","url":null,"abstract":"<p><p>To increase the quality of instruction, enhance student learning, and decrease laboratory time spent on laboratory safety, basic skills, and the use of equipment, we developed the Micro eGuide website. We compared the performance of students who used the Micro eGuide to students provided more traditional instruction in both an upper-level introductory microbiology course for biology majors and in a lower-division introductory microbiology course for nonmajors. Assessment of student learning included written pretests and posttests, practical testing of laboratory skills, and for the major's class, a review of poster presentations of independent projects. Students who used the Micro eGuide showed a statistically significant increase in performance on written examination in the introductory microbiology courses for both biology majors and nonmajors. Use of the Micro eGuide in the sophomore-level course for nonbiology majors resulted in a statistically significant improvement in laboratory skills. Though the increase in laboratory skills in the majors courses was not statistically significant, instructors were able to use the site as an effective learning source and decrease the time spent in class on topics covered in the Micro eGuide. While the number of student independent research projects was too small for statistical analysis on the quality of the poster presentations, the improvement in student attitude and the increase in the diversity in topics selected suggests that students using the Micro eGuide had increased comfort with microbiology and increased interest in exploring microbiology.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"6 ","pages":"28-35"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633134/pdf/jmbe-6-1-28.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31415721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A \"Hybrid\" Bacteriology Course: The Professor's Design and Expectations; The Students' Performance and Assessment.","authors":"S. Krawiec, D. Salter, E. Kay","doi":"10.1128/JMBE.V6.78","DOIUrl":"https://doi.org/10.1128/JMBE.V6.78","url":null,"abstract":"A basic bacteriology course was offered in two successive academic years, first in a conventional format and subsequently as a \"hybrid\" course. The latter combined (i) online presentation of content, (ii) an emphasis on online resources, (iii) thrice-weekly, face-to-face conversations to advance understanding, and (iv) frequent student postings on an electronic discussion board. We compared the two courses through statistical analysis of student performances on the final examinations and the course overall and student assessment of teaching. The data indicated that there was no statistical difference in performance on the final examinations or the course overall. Responses on an instrument of evaluation revealed that students less strongly affirmed the following measures in the hybrid course: (i) The amount of work was appropriate for the credit received, (ii) Interactions between students and instructor were positive, (iii) I learned a great deal in this course, and (iv) I would recommend this course to other students. We recommend clear direction about active learning tasks and relevant feedback to enhance learning in a hybrid course.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"6 1","pages":"8-13"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63825181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A \"Hybrid\" Bacteriology Course: The Professor's Design and Expectations; The Students' Performance and Assessment.","authors":"Steven Krawiec,&nbsp;Diane Salter,&nbsp;Edwin J Kay","doi":"10.1128/me.6.1.8-13.2005","DOIUrl":"https://doi.org/10.1128/me.6.1.8-13.2005","url":null,"abstract":"<p><p>A basic bacteriology course was offered in two successive academic years, first in a conventional format and subsequently as a \"hybrid\" course. The latter combined (i) online presentation of content, (ii) an emphasis on online resources, (iii) thrice-weekly, face-to-face conversations to advance understanding, and (iv) frequent student postings on an electronic discussion board. We compared the two courses through statistical analysis of student performances on the final examinations and the course overall and student assessment of teaching. The data indicated that there was no statistical difference in performance on the final examinations or the course overall. Responses on an instrument of evaluation revealed that students less strongly affirmed the following measures in the hybrid course: (i) The amount of work was appropriate for the credit received, (ii) Interactions between students and instructor were positive, (iii) I learned a great deal in this course, and (iv) I would recommend this course to other students. We recommend clear direction about active learning tasks and relevant feedback to enhance learning in a hybrid course.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"6 ","pages":"8-13"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633137/pdf/jmbe-6-1-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31414218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of student skills for critiquing published primary scientific literature using a primary trait analysis scale.","authors":"Manuel F Varela,&nbsp;Marvin M F Lutnesky,&nbsp;Marcy P Osgood","doi":"10.1128/me.6.1.20-27.2005","DOIUrl":"https://doi.org/10.1128/me.6.1.20-27.2005","url":null,"abstract":"<p><p>Instructor evaluation of progressive student skills in the analysis of primary literature is critical for the development of these skills in young scientists. Students in a senior or graduate-level one-semester course in Immunology at a Masters-level comprehensive university were assessed for abilities (primary traits) to recognize and evaluate the following elements of a scientific paper: Hypothesis and Rationale, Significance, Methods, Results, Critical Thinking and Analysis, and Conclusions. We tested the hypotheses that average recognition scores vary among elements and that scores change with time differently by trait. Recognition scores (scaled 1 to 5), and differences in scores were analyzed using analysis of variance (ANOVA), regression, and analysis of covariance (ANCOVA) (n = 10 papers over 103 days). By multiple comparisons testing, we found that recognition scores statistically fell into two groups: high scores (for Hypothesis and Rationale, Significance, Methods, and Conclusions) and low scores (for Results and Critical Thinking and Analysis). Recognition scores only significantly changed with time (increased) for Hypothesis and Rationale and Results. ANCOVA showed that changes in recognition scores for these elements were not significantly different in slope (F1,16 = 0.254, P = 0.621) but the Results trait was significantly lower in elevation (F1,17 = 12.456, P = 0.003). Thus, students improved with similar trajectories, but starting and ending with lower Results scores. We conclude that students have greatest difficulty evaluating Results and critically evaluating scientific validity. Our findings show extant student skills, and the significant increase in some traits shows learning. This study demonstrates that students start with variable recognition skills and that student skills may be learned at differential rates. Faculty can use these findings or the primary trait analysis scoring scale to focus on specific paper elements for which they desire to improve recognition.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"6 ","pages":"20-7"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633135/pdf/jmbe-6-1-20.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31415720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating statistics with a microbiology laboratory activity.","authors":"William Lorowitz,&nbsp;Elizabeth Saxton,&nbsp;Mohammad Sondossi,&nbsp;Karen Nakaoka","doi":"10.1128/me.6.1.14-19.2005","DOIUrl":"https://doi.org/10.1128/me.6.1.14-19.2005","url":null,"abstract":"<p><p>Statistics is an important tool for microbiologists but is virtually absent from undergraduate laboratory activities. The variables in a stringent protocol, the antibiotic disk diffusion assay described by the National Committee for Clinical Laboratory Standards, were examined by the authors as a means for introducing hypothesis testing and the application of elementary statistical tools. After several experiments, a lab activity was developed where students examine the effect of cell concentration on antibiotic activity and analyze data with the t test. They also collect data independently from the same samples and compare their measurements using analysis of variance (ANOVA). The outcome of the activity, including an assessment tool, indicated that students learned the appropriate use of the t test and ANOVA, gained an appreciation for standardized protocols, and enjoyed the experience.</p>","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"6 ","pages":"14-9"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633138/pdf/jmbe-6-1-14.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31415719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}