David B Kushner, Mya Breitbart, Kari M Debbink, Maureen C Ferran, Dylan M Johnson, Laura L Newcomb, Lauren A O'Donnell
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However, the limited number of virologists who teach undergraduates, combined with the fact that many institutions lack stand-alone virology courses, results in virology often being taught as a limited number of lectures within an undergraduate microbiology course (if it is covered at all), which may or may not be taught by an individual trained as a virologist. To provide a framework to teach virology to undergraduate students, a team of virology educators, with support from the American Society for Virology (ASV), developed curriculum guidelines for use in a stand-alone undergraduate virology course or a virology section within another course (D. B. Kushner et al., J Virol 96:e01305-22, 2022, https://doi.org/10.1128/jvi.01305-22). These guidelines are available at the ASV website (https://asv.org/curriculum-guidelines/). To assist educators in implementing these guidelines, we created examples of measurable learning objectives. 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引用次数: 0
摘要
对于微生物学教育工作者来说,帮助学生学习本学科的关键概念已变得越来越重要。目前病毒学面临的挑战包括疫苗接种犹豫率的上升、COVID-19 大流行的错误信息以及围绕具有流行潜力的病原体研究的争议。让学生学习病毒学可以吸引更多的人进入这一领域,并增加能够就与该学科相关的问题进行有意义讨论的人数。然而,为本科生授课的病毒学家人数有限,再加上许多院校没有开设独立的病毒学课程,因此病毒学往往是作为微生物学本科课程中数量有限的讲座(如果有的话)来讲授,而讲授者可能是病毒学家,也可能不是病毒学家。为了给本科生提供一个讲授病毒学的框架,一个由病毒学教育工作者组成的团队在美国病毒学协会 (ASV) 的支持下制定了课程指南,供独立的本科生病毒学课程或其他课程中的病毒学部分使用(D. B. Kushner 等人,J Virol 96:e01305-22, 2022, https://doi.org/10.1128/jvi.01305-22)。这些指南可在 ASV 网站 (https://asv.org/curriculum-guidelines/) 上查阅。为了帮助教育工作者实施这些指南,我们创建了可衡量的学习目标范例。本观点详细介绍了病毒学课程指南和学习目标,并与 Boury 等人在本期《微生物学与生物学教育杂志》(25:e00126-24, 2024, https://doi.org/10.1128/jmbe.00126-24)上发表的关于美国微生物学会最近修订微生物学课程指南的观点相辅相成。
Development of learning objectives to support undergraduate virology curriculum guidelines.
It has become increasingly important for microbiology educators to help students learn critical concepts of the discipline. This is particularly true in virology, where current challenges include increasing rates of vaccine hesitancy, misinformation about the COVID-19 pandemic, and controversy surrounding research on pathogens with pandemic potential. Having students learn virology can attract more people to the field and increase the number of people who can engage in meaningful discourse about issues relating to the discipline. However, the limited number of virologists who teach undergraduates, combined with the fact that many institutions lack stand-alone virology courses, results in virology often being taught as a limited number of lectures within an undergraduate microbiology course (if it is covered at all), which may or may not be taught by an individual trained as a virologist. To provide a framework to teach virology to undergraduate students, a team of virology educators, with support from the American Society for Virology (ASV), developed curriculum guidelines for use in a stand-alone undergraduate virology course or a virology section within another course (D. B. Kushner et al., J Virol 96:e01305-22, 2022, https://doi.org/10.1128/jvi.01305-22). These guidelines are available at the ASV website (https://asv.org/curriculum-guidelines/). To assist educators in implementing these guidelines, we created examples of measurable learning objectives. This perspective provides details about the virology curriculum guidelines and learning objectives and accompanies the perspective by Boury et al. in this issue of the Journal of Microbiology & Biology Education (25:e00126-24, 2024, https://doi.org/10.1128/jmbe.00126-24) about the recent revision of the microbiology curriculum guidelines overseen by the American Society for Microbiology.