Assessing formal teaching of ethics in physiology: an empirical survey, patterns, and recommendations

Ethics should be an important component of physiological education. In this report, we examined to what extent teaching of ethics is formally being incorporated into the physiology curriculum. We carried out an e-mail survey in which we asked the e-mail recipients whether their institution offered a course or lecture on ethics as part of the physiology teaching process at their institution, using the following query: "We are now doing an online survey in which we would like to know whether you offer a course or a lecture on ethics as part of your physiology teaching curriculum." The response rate was 53.3%: we received 104 responses of a total of 195 sent out. Our responses came from 45 countries. While all of our responders confirmed that there was a need for ethics during medical education and scientific training, the degree of inclusion of formal ethics in the physiology curriculum varied widely. Our survey showed that, in most cases (69%), including at our Medical University of Graz, ethics in physiology is not incorporated into the physiology curriculum. Given this result, we suggest specific topics related to ethics and ethical considerations that could be integrated into the physiology curriculum. We present here a template example of a lecture "Teaching Ethics in Physiology" (structure, content, examples, and references), which was based on guidelines and case reports provided by experts in this area (e.g., Benos DJ. Ethics revisited. Adv Physiol Educ 25: 189-190, 2001). This lecture, which we are presently using in Graz, could be used as a base that could lead to greater awareness of important ethical issues in students at an early point in the educational process.     

多方位教学模式在植物生物学及实验教学中的探索北大核心CSCD

植物生物学是生物科学专业的专业基础课程。在发育生物学思想的指导下我们已构建了全面、系统、动态的植物生物学新教学体系。针对目前课程教学模式中存在的实体课堂教学模式单一、传授式教学学生听课不认真,理论课和实验课在内容和时间上的不匹配,野外实习时间短、认识植物片面、难以学以致用等问题,作者进行了教学模式改革和实践,提出了适合生物科学专业的教学新策略:实体课堂讲授与精品慕课(massive open online courses, MOOC)相结合,增加翻转课堂;理论课与实验课相结合,边讲边看;利用校园和植物园分别在早春、初夏和夏秋进行多次植物认知实习,野外实习中关注不同生境下的植物类型及其适应环境的特点。经两轮的教学实践表明,改革后在理论教学中提高了学生的学习兴趣,在实验教学中加强了能力训练,在认知实习中让学生对植物有了全面认识。该教学模式满足了素质教育的要求,进一步提高了植物生物学教学的质量,为学生后续学习其他基础课程和专业课程奠定基础。     

Lessons from EEO: Toward a Universal Evolutionary Curriculum

We propose a human-centered evolutionary curriculum based around the three questions: Who am I? Where do I come from? How do I fit in? We base our curriculum on our experiences as an evolutionary biologist/paleontologist (NE) and as a secondary level special education science teacher (GE)—and not least from our joint experience as co-editors-in-chief of this journal. Our proposed curriculum starts and ends with human biology and evolution, linking these themes with topics as diverse as the “tree of life” (systematics), anthropology, Charles Darwin, cultural evolution, ecology, developmental biology, molecular evolution/genetics, paleontology, and plate tectonics. The curriculum is “universal” as it is designed to be taught at all levels, K–16. The curriculum is flexible: “modules” may be expanded and contracted, reordered, or modified to fit specific grade level needs—and the requirements and interests of local curricula and teachers. We further propose that students utilize workbooks from online or printed sources to investigate the local answers to the general questions (e.g., “Who am I?”), while classroom instruction is focused on the larger scale issues outlined in the modules of our curriculum.     

Course enhancement: a road map for devising active-learning and inquiry-based science courses

Many college science faculties are frustrated at the performance of students in their courses. While faculty may not have much control over the nature of the students, we do have a great deal of control regarding what and how we teach. Lately, research and policy experts have been calling for college faculty to use new ways of teaching that are "inquiry-based"or use "active-learning techniques. "These calls, however, do not provide a clear pathway for making changes that are likely to succeed and that are relevant to specific disciplines. Course development can be approached in much the same way as our research. This paper develops a strategy for "course development" in terms that are familiar to developmental biologists. Just as research on gastrulation movements benefited from the use of a variety of activities (e.g., vital dye tracking, scanning electron microscopy), course development needs to consider multiple techniques and to make changes in straightforward and purposive ways. Examples from the literature and questions to consider will help the reader find their way to a new style of teaching.     

An Alternative Approach: Teaching Evolution in a Natural History Museum Through the Topic of Vector-Borne Disease

Museums play a vitally important role in supporting both informal and formal education and are important venues for fostering public understanding of evolution. The Yale Peabody Museum has implemented significant education programs on evolution for many decades, mostly focused on the museum’s extensive collections that represent the past and present tree of life. Twelve years ago, the Peabody began a series of new programs that explored biodiversity and evolution as it relates to human health. Modern evolutionary theory contributes significantly to our understanding of health and disease, and medical topics provide many excellent and relevant examples to explore evolutionary concepts. The Peabody developed a program on vector-borne diseases, specifically Lyme disease and West Nile virus, which have become endemic in the United States. Both of these diseases have complex transmission cycles involving an intricate interplay among the pathogen, host, and vector, each of which is subject to differing evolutionary pressures. Using these stories, the museum explored evolutionary concepts of adaptation (e.g., the evolution of blood feeding), coevolution (e.g., the “arms race” between host and vector), and variation and selection (e.g., antibiotic resistance) among others. The project included a temporary exhibition and the development of curriculum materials for middle and high school teachers and students. The popularity of the exhibit and some formal evaluation of student participants suggested that this educational approach has significant potential to engage wide audiences in evolutionary issues. In addition it demonstrated how natural history museums can incorporate evolution into a broad array of programs.     

Evaluation of the medical curriculum: why, when, by whom and for whom should questionnaires be used

The undergraduate medical curriculum has been modified or even totally reorganized in many countries in recent years, and there are plans to make departmental budgets and the salaries of university professors partially dependent on the outcome of teaching. Questionnaires are often used in such situations as a means of curriculum evaluation. Based on our own experience such evaluations should be done not only during and immediately after a course in the curriculum, but also at later time points, e.g., at the end of the undergraduate and also the postgraduate phase. The clinical relevance of lectures and courses can only be graded adequately after some years of clinical experience. Gross anatomy was graded top at all time points evaluated and reached higher levels of 'clinical relevance' than other typical preclinical and even clinical subjects. Efforts should be made to obtain a high response rate for representative results. After modifying parts of a course detailed questionnaires should also include space for students' suggestions. The results of such evaluations are not only relevant to the head of department as feedback on the individual lecturers but also important for the curriculum committee and the dean. Anatomists should utilize these evaluations to improve teaching.     

“Evolution for Everyone”: A Course that Expands Evolutionary Theory Beyond the Biological Sciences

A firm grasp of evolution is invaluable for understanding our own species in addition to the rest of the biological world; however, not only does much of the American public reject evolution, but many thinkers within the scientific community resist its application to their own disciplines. In an attempt to overcome these challenges through education, the Evolutionary Studies (EvoS) program at Binghamton University (B.U.) strives to present evolution as a theory relevant to all human-related subjects. Here, we present the cornerstone of this program, “Evolution for Everyone,” an introductory-level, general education course with an academically diverse student population. The curriculum delves into Darwin’s theory and uses it to illustrate not only classical biology but how the same ideas pertain to the full range of human-related disciplines. This material is framed in terms of scientific inquiry, including direct participation in research. An evaluation of the course has demonstrated that it increases both understanding and acceptance of evolution and its relevance to human-related academic disciplines and everyday life. The EvoS program has received National Science Foundation funding to expand into a nationwide consortium, providing a strong infrastructure for the development of similar courses at other institutions.     

Perspectives on facilitating dynamic ecology courses online using active learning

As education methodology has grown to incorporate online learning, disciplines with a field component, like ecology, may find themselves sidelined in this transition. In response to challenges posed by moving classes online, previous studies have assessed whether an online environment can be effective for student learning. This work has found that active learning structures, which maximize information processing and require critical thinking, best support student learning. All too commonly, online and active learning are perceived as mutually exclusive. We argue the success of online learning requires facilitating active learning in online spaces. To highlight this intersection in practice, we use a case study of an online, active, and synchronous ecology and conservation biology course from the College of Natural Sciences at Minerva Schools at KGI. We use our perspectives as curriculum designers, instructors, and students of this course to offer recommendations for creating active online ecology courses. Key components to effective course design and implementation are as follows: facilitating critical “thinking like a scientist”, integrating open‐ended assignments into class discussion, and creating active in‐class dialogues by minimizing lecturing. Based on our experience, we suggest that by employing active learning strategies, the future of ecology in higher education is not inhibited, but in fact supported, by opportunities for learning online.     

自然科学课程思政的教学探索——以微生物学为例

课程思政是近年来在我国高校广泛推广的一种新的教学理念,其核心思想是将高校思想政治教育融入到各类课程教学之中。高校课程可以分为思想政治课程、通识教育课程、哲学社会科学课程、自然科学课程,其中自然科学课程与思政教育关系最为松散,思政元素的融入也最为困难。本文从微生物学融入课程思政的教学实践出发,分析高校自然科学类课程实施课程思政的必要性及难点,探索思政资源的挖掘路径,通过调查研究评估课程思政的教学效果,以及对课程思政的实践进行教学反思。此外,对专业课教师关于课程思政的观点分歧也做了初步探讨。本文旨在为微生物学相关课程实施课程思政提供理论支撑、实证数据以及教学经验,并可为其他自然科学类课程参鉴。     

临床医学专业五年制含影像模块的循环系统整合模式课程教学初步设想

循环系统疾病为常见病及多发病,是临床医学专业医学生必须掌握的主要内容,其涉及的内容多、重点及难点集中,特别是循环系统影像学更是传统的教学中学生一直反映的教学难点。随着医学整合模式教学的推广及普及,对新形势下临床医学专业五年制医学生循环系统内容进行课程探索具有必要性及可行性。本文初步探讨临床医学专业五年制含影像模块的循环系统整合模式课程教学设想,试图为临床医学教学探索提供新的视角。     

微生物学全英文教学的意义、问题以及促研促教的实践探索北大核心CSCD

微生物涉及人类生活的方方面面,微生物学是各类高校为生命科学、医学、药学、农业、林业、食品等有关专业开设的本科生必修专业基础课。在国际化和一流学科发展趋势下,全英文授课具有重要意义并越来越受到重视。本文旨在探讨在如今面向人类生命健康、强调学科交叉的时代,如何结合本学校专业优势,开展微生物学英文教学的课程改革,将微生物学与医药、农业、环境、健康等充分结合,力争做到以学促研、以学促教,打造出具有本学校特色的微生物学全英文课程,将有关实践探索与微生物学教学工作者进行交流。     

微生物课程中思政元素的挖掘与应用

作为一种新的综合教育理念和课程观,课程思政是高校培养德智体美全面发展的社会主义建设者和接班人的必然之举.文章就课程思政在"微生物学"课程中的教学实践,从专业课程中进行课程思政的重要性、微生物学专业课中课程思政元素的挖掘以及如何将思想政治教育在微生物学课程中有效实施进行了探讨,以确保以微生物学教学目标为立足点,自然恰当地...     

Detecting copy number variation in the human genome using comparative genomic hybridization

Among human beings, it was once estimated that our genomes were 99.9% genetically identical. While this high level of genetic similarity helps to define us as a species, it is our genetic variation that contributes to our phenotypic diversity. As genomic technologies evolve to provide genome-wide analyses at higher resolution, we are beginning to appreciate that the human genome has a lot more variation than was once thought. Array-based comparative genomic hybridization (CGH) is one of these technologies that has recently revealed a newly appreciated type of genetic variation: copy number variation, in which thousands of regions of the human genome are now known to be variable in number between individuals. Some of these copy number variable regions have already been shown to predispose to certain common diseases, and others may ultimately have a significant impact on how each of us reacts to certain foods (e.g., allergic reactions), medications (e.g., pharmacogenomics), microscopic infections (i.e., immunity), and other aspects of our ever-changing environment.     

特殊教育专业“人体解剖生理学”课程建设与教学实践

“人体解剖生理学”是师范院校特殊教育专业的专业基础课程之一,建构和完善“人体解剖生理学”的课程体系和教学方法具有重要意义。近年来,笔者通过优化教学内容、强调课程价值、丰富教学方法和手段、改革评价方式等一系列课程教学改革,收到了较好的教学效果。本文对其进行了总结与梳理,以期与同行探讨交流。     

Successes and Challenges of University First Hunt Programs

Wildlife professionals are tasked with sustainably managing habitats and wildlife for the benefit of a variety of stakeholders, and hunters are an important user group. But the number of hunters in North America has continued to decline, and as a result, new wildlife professionals entering the field are less likely to be hunters than their predecessors. We find this trend concerning because future wildlife professionals would be better equipped to manage wildlife resources and develop policies if they understand the motivations and culture of the hunter constituents supporting their work. To address this trend, we have developed collegiate hunting experience programs at the University of California Davis (UC Davis) and Louisiana State University (LSU), USA, wherein undergraduates in wildlife programs are provided with the education, training, equipment, and opportunity to hunt waterfowl and deer. The hunting experience is transformative for our students, resulting in a deeper connection to the wildlife resource, and a richer understanding of hunting culture and hunters’ stewardship of wildlife habitat. In the 2 programs, we have encountered challenges (e.g., timidity around firearms), and opportunities for expanding our reach to broader segments of society (e.g., leveraging social media). The relative success of our programs indicates that the possibility for implementation of similar opportunities elsewhere is high, and may provide new ways for private landowners, non-governmental organizations, and corporate outfitters to engage in undergraduate education. © 2020 The Wildlife Society.     

一流课程“微生物学模块化实验”的建设与实践

我校“微生物学模块化实验”课程获评为首批国家级线上一流课程。建设优秀教学团队、优良线下课程、创新课堂教学和加强课程思政建设是一流课程建设的4个核心要素。首先，我们通过开教学研讨会集体备课；组建微信群及时交流讨论；组织申报教改项目、撰写教改论文、编写教材、参加教学比赛等活动，建设一支教学水平高、教改愿望强、分工协作好的教学团队。其次，按“金课”标准建设线下课程体系，采用以模块化形式将微生物学实验建设成综合性、研究型实验课程，形成了“学习内容模块化、学习方式探究性、实验技术综合性”的特色；线上课程增加拓展性学习内容，提升课程的广度和深度。三是加强课程思政建设，将家国情怀、科学家精神、学术规范、社会责任意识等课程思政元素无痕化融入课程建设中。在课堂教学中，综合运用案例教学法、探究性教学法和以赛代练教学法促进学生掌握实验技术，提高分析问题的能力，形成良好的科学素养。     

“工业微生物”课程思政元素引入及评价

把立德树人作为中心,把思政工作贯穿全程是新时期高等教育的重要使命。课程思政元素引入是当前高校教育实现"立德树人"根本任务的重要观念与方法。通过问卷调查方式,从学生层面了解到高校教育课程思政建设的重要性及需求必要性。在课程实施思政建设过程中,以经典案例为依托,结合课程实际知识点,融入思政元素,并通过改革教学方式方法,实现课程思政功能。案例与课程应具有较强相关性,且必须典型。思政元素应多元、有效、智趣,且亲和性突出。因此,高校专业课程应有效融合不同教学方法,引入恰当有趣的思政元素,高效实现课程思政功能,达到课程育人的目的。     

无人机技术在广州南沙区河涌景观特征生态调查中的应用研究进展

在城市化进程逐步加快、社会经济水平趋于高阶的时代,城市生态系统是当前开展交叉学科研究的重要对象,融合了自然科学(如林学、生态学等)和社会科学(如管理学、人文地理学等)领域的思想体系和研究方法。作为一种新兴技术,无人机遥感已在生物学、地理学、信息科学等多个学科领域广泛使用。主要从监测、研究、评估和保护等四个方面简要叙述了无人机技术在林业生态研究和管理中的应用情况,并以广州南沙区河涌景观为例简要分析了无人机技术在珠江三角洲地区城市森林景观中的实际应用。试图为我国城市区域的森林生态、生物多样性与人居环境研究和管理工作提供参考。     

“Where do I even start?” Recommendations for faculty diversifying syllabi in ecology,evolution, and the life sciences

Diversifying curricula is of increasing interest in higher education, including in ecology and evolution and allied fields. Yet, many educators may not know where to start. Here we provide a framework for meeting standard curriculum goals while enacting anti-racist and anti-colonial syllabi that is grounded in the development of a sustainable network of educators. In addition to highlighting this professional learning process and sharing the list of resources our group has developed, we provide suggestions to help educators highlight contributions of minoritized groups, explore multiple ways of knowing, and perform critical assessments of foundational views of life and environmental science fields. We further discuss the key classroom dynamics that affect the success of such anti-racist and anti-colonial initiatives. The retention and success of minoritized students in ecology and evolution depends on whether we address injustices in our fields. Our hope is that our fellow educators will use this paper to catalyze their own efforts to diversify their courses.