Peer instruction improves performance on quizzes

Peer instruction is a cooperative-learning technique that promotes critical thinking, problem solving, and decision-making skills. Benson's think-pair-share and Mazur's peer-instruction techniques are simple cooperative exercises that promote student's participation in class and increase student's interaction with each other and with the instructor in a large classroom. We borrowed concepts from Benson and Mazur and applied these concepts to enhance student involvement during the respiratory component of the medical physiology class. The medical physiology class consisted of 256 first-year medical students. The peer-instruction technique was used for 10 classes. Each class of 50 min was divided into three or four short presentations of 12-20 min. Each presentation was followed by a one-question, multiple-choice quiz on the subject discussed. Questions ranged from simple recall to those testing complex intellectual activities. Students were given 1 min to think and to record their first answer. Subsequently, students were allowed 1 min to discuss their answers with their classmates and possibly correct their first response. The percentage of correct answers increased significantly (P < 0.05) after discussion for both recall and intellectual questions. These data demonstrate that pausing three to four times during a 50-min class to allow discussion of concepts enhanced the students level of understanding and ability to synthesize and integrate material.     

Assessing core manipulative skills in a large, first-year laboratory

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.     

Assessment of gender-specific preventive cardiovascular knowledge among house staff: Potential impact on cardiovascular management

Background: Gender differences in cardiovascular prevention and treatment may be related to physicians' level of postgraduate training and gender.Objectives: This study was designed to assess resident physician knowledge concerning general and gender-specific preventive cardiology topics and to determine whether there were differences in that knowledge based on the physicians' level of postgraduate training or gender.Methods: A 29-item true/false questionnaire was administered to residents in a large, university-based internal medicine residency program. All questions were drawn from evidence-based practice guidelines, and a subset of questions pertained to gender-specific issues in cardiovascular disease prevention. Scores on the overall test and gender-specific subset were computed as a percentage of correct answers. Differences were compared by postgraduate year (PGY) of training and physician gender.Results: Of the 190 eligible residents, 159 (88 men, 67 women, 4 not specified) completed the questionnaire. Overall test scores differed significantly by PGY (PGY-1, 83.4% correct answers; PGY-2, 52.9%; PGY-3, 65.3%; P < 0.001 for each paired comparison), but did not differ significantly by physician gender (males, 73.5%; females, 70.0%). Performance on gender-specific items also differed by PGY (PGY-1, 72.2% vs PGY-2, 20.0%; P < 0.001; and PGY-1, 72.2% vs PGY-3, 45.1%; P < 0.001). Knowledge of gender-specific preventive cardiology did not differ significantly by physician gender (males, 56.4%; females, 49.0%).Conclusions: Residents in PGY-1 had better knowledge of preventive cardiology as assessed using this questionnaire than did residents in PGY-2 or PGY-3. Knowledge of general and gender-specific cardiology topics was not related to physician gender.     

Comparison of naive and experienced students of elementary physiology on performance in an advanced course

The purpose of this study was to determine whether, in comparison with naive students, experienced students who have completed an elementary physiology course 1) have a greater knowledge level of physiology and 2) perform better in an upper division physiology course. The educational setting for this study was the cardiovascular block of an advanced undergraduate level course entitled Principles of Human Physiology (PGY 412). The study employed students who had completed elementary physiology (PGY 206) at the University of Kentucky (group 1), students who had completed elementary physiology in another academic program (group 2), and naive students with no prior physiology experience (group 3). A cardiovascular pretest was presented during the opening session of the cardiovascular block in PGY 412. Respective scores for the three groups were 29.4%, 31.7%, and 24.1%, and there were no significant between-group differences. Respective scores on the same pretest items given as a posttest at the end of the cardiovascular block were 90.4%, 91.4%, and 90.4%, and, again, there were no significant between-group differences. Respective scores on other cardiovascular test items given at the end of the block were 78.9%, 78.7%, and 81.1%. Interestingly, the highest score here was achieved by the naive students (group 3), but, once again, between-group differences were not significant. In summary, on the basis of pretest/posttest examination of cardiovascular physiology between naive and experienced students, the results of this study indicate 1) that the common assumption that students entering advanced level physiology courses have a significant retention of knowledge from elementary physiology is not valid and 2) that completion of an elementary physiology course does not offer an advantage in learning advanced material.     

A Short, Informal History of the Biological Sciences at Yale University

In May 2012, Yale University’s Graduate School of Arts and Sciences held a reunion for all who have received doctorates from Yale in the biological sciences. The proceedings began with two presentations on the history of biological research at Yale: one focused on the Medical School, and the other centered on the rest of the University. This essay is a lightly edited version of my account of the history of the biological sciences outside the Medical School.     

国产卡泊芬净对曲霉菌的体外活性评估

目的以进口卡泊芬净(原研药)为对照,评估国产卡泊芬净(仿制药)对曲霉菌的体外抗菌活性及与进口卡泊芬净的一致性。方法 利用北京协和医院分离的75株侵袭性曲霉菌,采用CLSI推荐的微量液基稀释法对8种抗真菌药物进行体外敏感性试验。结果 棘白菌素类药物的MEC值总体低于唑类药物的MIC值,而米卡芬净的MEC 50 和MEC 90 比卡泊芬净低出2个梯度。除了对1株黄曲霉的MIC值为4 μg/mL,两性霉素B对其余74株菌株的MIC值≤2 μg/mL。全部菌株对伏立康唑和泊沙康唑均敏感,分别有16株烟曲霉、2株黄曲霉和5株黑曲霉对伊曲康唑耐药。国产卡泊芬净和进口卡泊芬净仅对11株曲霉菌的MEC值存在不一致,且国产卡泊芬净仅较卡进口泊芬净只低一个浓度梯度。卡泊芬净和米卡芬净对超过76%的曲霉菌24 h和48 h的药敏测定结果完全一致。结论 相较于唑类药物和两性霉素B,卡泊芬净对曲霉菌具有很好的体外抗真菌活性,且国产卡泊芬净与进口卡泊芬净的体外抗菌活性基本高度一致。     

ALGAE AS A TEACHING TOOL IN ELEMENTARY CLASSROOMS

Gordon, R. J.¹, Masters, A. T.² & Doing, M. G.^{2 1}School of Marine Sciences, University of Maine, Orono, ME 04469 USA; ²Lewis Libby Elementary School, 8 County Road, Milford, ME 04461 USA In the University of Maine's National Science Foundation Graduate Teaching Fellows in K-12 Education program, 4th and 5th grade students at Lewis Libby Elementary School in Milford, Maine, were exposed to graduate-level science during the 2000-2001 academic year. This program brought cutting-edge research into the elementary classrooms, enriching the science curricula for students and providing professional development for teachers. Algae were used as subjects to learn microscopy, cell structure, the process of fertilization, and how living things are classified. Students made independent discoveries of the chloroplasts and nuclei in several algal genera, as well as the eyespot in Euglena. These discoveries prompted the students to think about the diversity of life, what similarities and differences exist between species, and the kinds of adaptations organisms have acquired. In addition, algae were used to help students understand the natural history and marine resources of Maine. Algae are ideally suited for use in elementary classrooms because of the ease by which they can be observed and the broad number of concepts they can be used to illustrate.     

An interview with Olivia Gude about connecting school and community arts practice

ABSTRACT

Olivia Gude has a long and distinguished career as both a public artist and an art educator. She is currently the Angela Gregory Paterakis Professor and Chair of Art Education at the School of the Art Institute of Chicago (SAIC), where she works with graduate and undergraduate students to prepare for working as artist educators in school and community settings. Her scholarly work includes a number of articles and book chapters about art education and community art. Prof. Gude has worked as a community public artist for many years and has created over 30 large-scale mural and mosaic projects, working with intergenerational groups, teens, elders, and children. I interviewed Prof. Gude at the SAIC building in downtown Chicago to discuss how her school, university, and community art engagement as well as her work with the National Coalition for Core Arts Standards, might offer suggestions for transforming arts education for the twenty-first century and provide authentic connections between school and community. Prof. Gude discusses important enduring understandings and big ideas from the new Visual Arts National Core Arts Standards, the Spiral Workshop youth art and research project she created while at University of Illinois at Chicago, and how her experience as a community artist informs her work with students in classroom settings.     

Attitudes of medical staff towards the psychiatric label "schizophrenic patient" tested by an anti-stigma questionnaire

The aim of this research was to investigate the opinions and attitudes of medical staff towards schizophrenic patients. The research included three groups of examinees, 200 physicians of various specialties, 200 nurses and technicians working in Zagreb city hospitals, and 200 3rd and 4th year students of the School of Medicine in Zagreb. Previously validated anti-stigma questionnaire was used, consisting of 25 questions divided into three thematic groups, structured and adapted to the specific requirements of this study. The results were mutually compared and statistically analyzed by applying the chi 2-test. Significant difference (p < 0.01) between the answers of physicians and those of medical students was found in questions 2, 4, 5, 6, 11, 13, 15, 16, 18, 22, 23, 25, and between physicians and nurses/technicians in answers to questions 4, 15, 22, 23. Significant difference (p < 0.01) between the answers given by nurses/technicians and medical students was found in questions 10, 13, 22, 23. The results point to the existence of prejudices and stigmatizing attitudes in all three investigated groups. The most frequent reasons for stigmatizing attitude of students are based on fear and insufficient knowledge about mental patients and schizophrenia as a disease, while there are a high percentage of positive answers to the questions on rehabilitation and resocialization. The nurses/technicians also show a high degree of mistrust towards schizophrenic patients and mostly answer with "I don't know", thus presenting insufficiently formed attitudes about the mentioned problems. The physicians in their answers confirm fear, mistrust and stigmatizing attitudes towards schizophrenic patients found in general population in Croatia. The consequences of such attitudes are the low quality of life of schizophrenic patients, and slow, often incomplete, resocialization.     

Fun on the Farm: Evaluation of a Lesson to Teach Students about the Spread of Infection on School Farm Visits

Background

School visits to farms are a positive educational experience but pose risks due to the spread of zoonotic infections. A lesson plan to raise awareness about microbes on the farm and preventative behaviours was developed in response to the Griffin Investigation into the E. coli outbreak associated with Godstone Farm in 2009. This study evaluated the effectiveness of the delivery of the lesson plan in increasing knowledge about the spread of infection on the farm, amongst school students.

Methods

Two hundred and twenty-five 9–11 year old students from seven junior schools in England participated. Two hundred and ten students filled in identical questionnaires covering microbes, hand hygiene, and farm hygiene before and after the lesson. Statistical analysis assessed knowledge change using difference in percentage correct answers.

Results

Significant knowledge improvement was observed for all sections. In the ‘Farm Hygiene’ section, girls and boys demonstrated 18% (p<0.001) and 11% (p<0.001) improvement, respectively (girls vs. boys p<0.004). As girls had lower baseline knowledge the greater percentage improvement resulted in similar post intervention knowledge scores between genders (girls 80%, boys 83%).

Conclusions

The lesson plan was successful at increasing awareness of microbes on the farm and infection prevention measures and should be used by teachers in preparation for a farm visit.     

Gender differences in memory for film of pigmies' hunting-gathering activities among Japanese children and adults

Although adaptation to hunting-gathering life is a main hypothesis for understanding of the nature of humans, studies directly examining the hypothesis have not been done. In the present study, we used the method of showing a film depicting hunting and housework by African hunter-gatherers to elementary pupils and university students to examine their memories. In pupils and students, males showed higher percentage of correct answers than females for hunting-related questions, and female showed higher percentage for housework-related questions. The results suggest a males' learning bias to hunting and support the hunting-gathering hypothesis.     

Association of biochemistry grades with performance in pharmacology and anatomy in a Saudi Arabian medical college

The College of Medicine, King Khalid University of Abha, Saudi Arabia currently accepts 100 students a year, up from 50 to 70 students four years ago. The first-year students take four science courses (Biology,Chemistry, Physics, and Statistics) in addition to some general university requirement courses. Biochemistry is offered in the second year, Anatomy in the second and third year and Pharmacology in the fourth year. This study was carried out to determine the correlation between the performance of medical students in Biochemistry and their performance in Anatomy and Pharmacology. Data were obtained from two groups of students (Group 22 and 23) of the years 1995 and 1996 who had already taken Biochemistry, Anatomy and Pharmacology. Performance was equal in Pharmacology but in biochemistry performance of group 23 was clearly lower than group 22. Scores of students in Biochemistry course strongly correlated with the basic Pharmacology course (r=0.714, P<0.0001). Scores in Anatomy also correlated with those in Biochemistry (r=0.616, P<0.001) but much less with scores in Pharmacology (r=0.345, P<0.01).     

Glycine regulates proliferation and differentiation of salivary-gland-derived progenitor cells

Amino acids have various physiological activities that influence processes such as intestinal regeneration, EGF secretion, protein synthesis, and cell growth. Salivary glands are exposed to nutrients that influence their proliferation and regeneration. Glycine is included in saliva in large quantities and reportedly has important roles in antibacterial activities and the inhibition of tumor growth and as a precursor of nucleotide synthesis in cell proliferation. We have investigated the effects of glycine on the proliferation and differentiation of salivary glands by using mouse salivary-gland-derived progenitor (mSGP) cells. In cultures of mSGP cells, cell proliferation is suppressed in the presence of glycine, whereas it is promoted by its removal. Glycine promotes three-dimensional formations of mSGP cells, which are negative for immature markers and positive for differentiation markers. In cell-cycle analysis, cell-cycle progression is delayed at the S-phase by glycine supplementation. Glycine also suppresses the phosphorylation of p42/p44MAPK. These results suggest that glycine suppresses the proliferation and promotes the differentiation of mSGP cells, and that it has inhibitory effects on growth factor signaling and cell-cycle progression. Glycine might therefore be a physiological activator that regulates the proliferation and differentiation of salivary glands. Electronic supplementary material  The online version of this article (doi:) contains supplementary material, which is available to authorized users. This work was supported in part by the Advanced Education Program for Integrated Clinical, Basic and Social Medicine, Graduate School of Medical Sciences, Kumamoto University (Support Program for Improving Graduate School Education, MEXT,　Japan).     

Peer instruction enhanced student performance on qualitative problem-solving questions

We tested the hypothesis that peer instruction enhances student performance on qualitative problem-solving questions. To test this hypothesis, qualitative problems were included in a peer instruction format during our Physiology course. Each class of 90 min was divided into four to six short segments of 15 to 20 min each. Each short segment was followed by a qualitative problem-solving scenario that could be answered with a multiple-choice quiz. All students were allowed 1 min to think and to record their answers. Subsequently, students were allowed 1 min to discuss their answers with classmates. Students were then allowed to change their first answer if desired, and both answers were recorded. Finally, the instructor and students discussed the answer. Peer instruction significantly improved student performance on qualitative problem-solving questions (59.3 +/- 0.5% vs. 80.3 +/- 0.4%). Furthermore, after peer instruction, only 6.5% of the students changed their correct response to an incorrect response; however, 56.8% of students changed their incorrect response to a correct response. Therefore, students with incorrect responses changed their answers more often than students with correct responses. In conclusion, pausing four to six times during a 90-min class to allow peer instruction enhanced student performance on qualitative problem-solving questions.     

Graduate Students and Knowledge Exchange with Local Stakeholders: Possibilities and Preparation

Tropical biologists are exploring ways to expand their role as researchers through knowledge exchange with local stakeholders. Graduate students are well positioned for this broader role, particularly when supported by graduate programs. We ask: (1) how can graduate students effectively engage in knowledge exchange during their research; and (2) how can university programs prepare young scientists to take on this partnership role? We present a conceptual framework with three levels at which graduate students can exchange knowledge with stakeholders (information sharing, skill building, and knowledge generation) and discuss limitations of each. Examples of these strategies included disseminating preliminary research results to southern African villages, building research skills of Brazilian undergraduate students through semester‐long internships, and jointly developing and implementing a forest ecology research and training program with one community in the Amazon estuary. Students chose strategies based on stakeholders' interests, research goals, and a realistic evaluation of student capacity and skill set. As strategies became more complex, time invested, skills mobilized, and strength of relationships between students and stakeholders increased. Graduate programs can prepare students for knowledge exchange with partners by developing specialized skills training, nurturing external networks, offering funding, maximizing strengths of universities in developed and developing regions through partnership, and evaluating knowledge exchange experiences. While balancing the needs of academia with those of stakeholders is challenging, the benefits of enhancing local scientific capacity and generating more locally relevant research for improved conservation may be worth the risks associated with implementing this type of graduate training model.     

Using a high-fidelity patient simulator with first-year medical students to facilitate learning of cardiovascular function curves

Students are relying on technology for learning more than ever, and educators need to adapt to facilitate student learning. High-fidelity patient simulators (HFPS) are usually reserved for the clinical years of medical education and are geared to improve clinical decision skills, teamwork, and patient safety. Finding ways to incorporate HFPS into preclinical medical education represents more of a challenge, and there is limited literature regarding its implementation. The main objective of this study was to implement a HFPS activity into a problem-based curriculum to enhance the learning of basic sciences. More specifically, the focus was to aid in student learning of cardiovascular function curves and help students develop heart failure treatment strategies based on basic cardiovascular physiology concepts. Pretests and posttests, along with student surveys, were used to determine student knowledge and perception of learning in two first-year medical school classes. There was an increase of 21% and 22% in the percentage of students achieving correct answers on a posttest compared with their pretest score. The median number of correct questions increased from pretest scores of 2 and 2.5 to posttest scores of 4 and 5 of a possible total of 6 in each respective year. Student survey data showed agreement that the activity aided in learning. This study suggests that a HFPS activity can be implemented during the preclinical years of medical education to address basic science concepts. Additionally, it suggests that student learning of cardiovascular function curves and heart failure strategies are facilitated.     

The use of small groups in a large lecture microbiology course

In the fall of 1997, we started using small groups in our large (100–200 students) junior level introductory microbiology course. Students form five-person groups early in the semester, and work on projects within these groups throughout the semester. These projects involve exploration of concepts such as metabolism, protein synthesis, and viral reproduction strategies and the submission of a poster describing a disease of their choice at the end of the semester. We have refined the use of the small groups during the last three semesters, and student acceptance and performance have improved steadily. In the fall semester of 1998, a comprehensive assessment of the effectiveness of these group projects was performed. Students were chosen at random to participate in student consultation groups to discuss group projects. Furthermore, we utilized a master teacher-in-residence from the Rocky Mountain Teachers Education Collaborative (RMTEC). This teacher-in-residence attended our classes, spoke with students, helped with student consultation groups, and provided observations of student responses to group work activities. RMTEC also provided funds to hire a research assistant to conduct student consultation groups, analyze student evaluations of our course, and compare evaluations from before and after the implementation of group examinations. Additionally, the Center for Teaching and Learning at Colorado State University assisted with mid-semester evaluations in each subsequent semester. The results of our analysis show that small groups in large lectures can be an effective learning tool provided students are given well-designed activities with clearly defined, obtainable goals and clearly articulated guidelines. Our experience also shows that the manner in which the instructor presents the process to students affects students' willingness to participate in the process. It must be clearly articulated to students why he has incorporated active learning strategies into the course, what he hopes students will gain from the experience, and how he expects students to participate in these activities. We recognize the increase in workload on ourselves as instructors, but the benefits seem worth the additional time and effort. This paper describes the group process that we use and provides an evaluation of the effort. Journal of Industrial Microbiology & Biotechnology (2000) 25, 121–126. Received 24 March 1999/ Accepted in revised form 23 November 1999     

Close association of centrosomes to the distal ends of the microbody during its growth, division and partitioning in the green alga Klebsormidium flaccidum

Summary. Division and partitioning of microbodies (peroxisomes) of the green alga Klebsormidium flaccidum, whose cells contain a single microbody, were investigated by electron microscopy. In interphase, the rod-shaped microbody is present between the nucleus and the single chloroplast, oriented perpendicular to the pole-to-pole direction of the future spindle. A centriole pair associates with one distal end of the microbody. In prophase, the microbody changes not only in shape, from a rodlike to a branched form, but also in orientation, from perpendicular to parallel to the future pole-to-pole direction. Duplicated centriole pairs are localized in close proximity to both distal ends of the microbody. In metaphase, the elongated microbody flanks the open spindle, with both distal ends close to the centriole pair at either spindle pole. The microbody further elongates in telophase and divides after septum formation (cytokinesis) has started. The association between the centrioles and both distal ends of the microbody is maintained throughout mitosis, resulting in the distal ends of the elongated microbody being fixed at the cellular poles. This configuration of the microbody may be favorable for faithful transmission of the organelle during cell division. After cytokinesis is completed, the microbody reverts to the perpendicular orientation by changing its shape. Microtubules radiating from the centrosomes flank the side of the microbody throughout mitosis. The close association of centrosomes and microtubules with the microbody is discussed in respect to the partitioning of the microbody in this alga. Correspondence: H. Hashimoto, Department of Life Sciences, Graduate School of Arts and Sciences, University of Tokyo, Komaba, Meguro-ku, Tokyo 153-8902, Japan. Present address: M. Honda, Department of Computational Biology, Graduate School of Frontier Sciences, University of Tokyo, Kashiwa, Chiba, Japan.     

Estimating the effect of music and arts coursework on college admissions outcomes

The purpose of this study was to examine postsecondary admissions outcomes for music and arts students as compared to their non-arts peers using nationally representative data (N = 14,900) from the Education Longitudinal Study of 2002. Controlling for certain observable differences between students who do and do not elect arts courses, music students were more likely to apply to college and to attend college than their non-arts peers. Arts students were similar to non-arts students in terms of college selectivity and pursued science, technology, mathematics, and engineering majors at similar rates to non-arts students. This analysis suggests taking arts coursework in high school does not hinder successful college admissions outcomes as may be feared by well-intentioned guidance counselors or parents. Implications for college admission and local policies are considered.