Combination of didactic lectures and case-oriented problem-solving tutorials toward better learning: perceptions of students from a conventional medical curriculum

The Department of Physiology of Pramukhswami Medical College at Anand, Gujarat, India, started using problem-based learning in a modified way along with didactic lectures to improve students' understanding and motivate them toward self-directed study. After the didactic lectures were taken for a particular system, clearly defined short clinical problems related to that system were given to the students in the tutorial classes. Each tutor was assigned three to four groups of five to six students each. Problems were accompanied with relevant questions so as to streamline the thought processes of the first-year undergraduates. The tutor then facilitated the study process, and the students discussed among themselves to derive their solutions. At the end of the sessions, feedback was taken from the students through a planned questionnaire on a three-point scale. Of a total of 278 students over a span of 3 yr from 1999 to 2002, 74.4% of students favored a judicious mixture of didactic lectures and case-oriented problem solving in tutorial classes to be an efficient modality in understanding a system under study, and 84% of students stated the mixture of didactic lectures and case-oriented problem solving to be beneficial in relating a clinical condition to the basic mechanism; 82% of students believed that this module helped with better interactions among their batch mates, and 77.2% of students hoped to perform better in the university examination due to this new teaching/learning modality. They also expressed that this gave them ample motivation to do self-directed learning. It may therefore be concluded from the results of the present study that it is possible to have a problem-based learning module in the form of case-oriented problem-solving tutorials coexistent with the traditional didactic lecture module in the first year of medical education under a conventional curriculum.     

Can medical students teach? A near-peer-led teaching program for year 1 students

The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess its acceptability among year 1 students. Students received six tutorials focusing on aspects of cardiac, respiratory, and blood physiology. Tutorials ran alongside standard module teaching. Students were taught in groups of ～30 students/group, and an active teaching approach was used in sessions where possible. Using anonymous evaluations, student feedback was collected for the program overall and for each tutorial. The program was voluntary and open to all first-year students, and 94 (of 138) medical students from year 1 at Brighton and Sussex Medical School were recruited to the study. The tutorial program was popular among students and was well attended throughout. Individual tutorial and overall program quantitative and qualitative feedback showed that students found the tutorials very useful in consolidating material taught within the module. Students found the small group and active teaching style of the near-peer tutors very useful to facilitating their learning experience. The end-of-module written examination scores suggest that the tutorials may have had a positive effect on student outcome compared with previous student attainment. In conclusion, the present study shows that a near-peer tutorial program can be successfully integrated into a teaching curriculum. The feedback demonstrates that year 1 students are both receptive and find the additional teaching of benefit.     

Problem-based learning

Problem-based learning has been used in medical school in a number of different countries around the world for over 50 years, with both undergraduate and graduate students. Instead of the traditional lectures, laboratory practical classes and tutorial system of education, students in small groups are presented with a problem that they must try to solve. They are assisted by a 'facilitator' who helps them formulate the problem and generally advises them but does not supply information. The students have to decide what information they need to solve the problem, find it and communicate it to the others in the group. At this stage a solution may be apparent, but several more group discussions to reformulate the problem followed by re-iterations of the information seeking process may be needed before a solution can be found. The theory is that because information is sought and presented in a relevant context, it is valued and is more likely to be remembered. At the end of the session student reflect on how they performed. Problem-based learning has been criticised from a number of points of view, especially that it does not present a coherent curriculum, the curriculum is not necessarily 'covered', and that in many medical schools the implementation has been less than optimal.     

Preservice Teacher Understanding and Vision of how to Teach Biological Evolution

The learning and teaching of biological evolution is conceptually challenging. To fully comprehend evolution, it is posited that individuals also need to understand the roles that the nature of science and situations of chance play in the process. The consistent detection of misconceptions of evolution suggests that new approaches to increasing understanding need to be explored. I predicted that preservice teachers’ ideas for teaching biological evolution could be influenced by three brief web-based interventions, one focused on the common misconceptions of evolution, one on the nature of science, and one on situations of uncertainty in the context of evolution. An experimental group received a combination of the three web-based tutorials while a control group received the misconceptions and nature of science instruction and a time on task filler tutorial. Participants were directed to develop a lesson idea applying the knowledge they learned from the tutorials. The lesson ideas were examined for evidence of the influence of the web-based instruction, participant understanding and misconceptions of concepts, and their ideas about teaching evolution. The results of this study revealed that the participating preservice teachers held a wide range of conception and misconception of evolution, were somewhat influenced by the tutorials, and had an array of visions for teaching evolution. The outcomes support the need for further investigation into the multifaceted nature of preparing preservice teachers to teach evolution.     

Insects on Hog weed Flowers: a Suggestion for a Student Project

The current Bullock debate has focused attention on the role of language in learning and challenges us to consider the linguistic competence of our pupils. This article describes how students' knowledge and interest in their own subject was used to start them thinking through ideas about language. For a group of biology graduates taking a postgraduate education course, biology became the vehicle for integrating more widely ranging educational issues.

After a preliminary introduction to the topic, opportunities were created for the students to gather school experience, and then in the light of this to extend their appreciation of available theory. The value of such an approach is discussed, and also the problems inherent in it, for example the division of tutorial responsibilities within the university department.     

An online tutorial for helping nonscience majors read primary research literature in biology

Using primary literature is an effective tool for promoting active learning and critical thinking in science classes. However, it can be challenging to use primary literature in large classes and in classes for nonscience majors. We describe the development and implementation of an online tutorial for helping nonscience majors learn to read primary literature in biology. The tutorial includes content about the scientific process and the structure of scientific papers and provides opportunities for students to practice reading primary literature. We describe the use of the tutorial in Biology of Exercise, a course for nonscience majors. Students used the tutorial outside of class to learn the basic principles involved in reading scientific papers, enabling class sessions to focus on active-learning activities and substantive class discussions.     

Phylogeny for the faint of heart: a tutorial

Phylogenetic trees seem to be finding ever broader applications, and researchers from very different backgrounds are becoming interested in what they might have to say. This tutorial aims to introduce the basics of building and interpreting phylogenetic trees. It is intended for those wanting to understand better what they are looking at when they look at someone else's trees or to begin learning how to build their own. Topics covered include: how to read a tree, assembling a dataset, multiple sequence alignment (how it works and when it does not), phylogenetic methods, bootstrap analysis and long-branch artefacts, and software and resources.     

Protein identification using MS/MS data

The subject of this tutorial is protein identification and characterisation by database searching of MS/MS Data. Peptide Mass Fingerprinting is excluded because it is covered in a separate tutorial. Practical aspects of database searching are emphasised, such as choice of sequence database, effect of mass tolerance, and how to identify post-translational modifications. The relationship between sensitivity and specificity is discussed, as is the challenge of using peptide match information to infer which proteins were present in the sample. Since these tutorials are introductory in nature, most references are to reviews, rather than primary research papers. Some familiarity with mass spectrometry and protein chemistry is assumed. There is an accompanying slide presentation, including speaker notes, and a collection of web-based, practical exercises, designed to reinforce key points. This Tutorial is part of the International Proteomics Tutorial Programme (IPTP 6).     

Mortal exposure: on the goodness of writing medical ethics

Abstract:Narrative ethics has recently been advanced as an alternative to more "principled" and "theoretical" approaches to medical ethics. This turn prompts reflection on the distinctive activity of writing medical ethics. When writing medical ethics is recognized as a distinct activity, the forms of care it accomplishes can be distinguished from medical care. This distinction enables analysis of how caring for one's own needs as a writer of medical ethics is in productive tension with the ends of caring in medicine. One important good of writing medical ethics is that the act of writing forces one to reflect on the common mortal reality that is a condition of medical experience. Because it provides occasions for reflection on one's own mortality, medical ethics may no longer need immediate medical application in order to claim its contribution to caring.     

Tutorial videos of bioinformatics resources: online distribution trial in Japan named TogoTV

In recent years, biological web resources such as databases and tools have become more complex because of the enormous amounts of data generated in the field of life sciences. Traditional methods of distributing tutorials include publishing textbooks and posting web documents, but these static contents cannot adequately describe recent dynamic web services. Due to improvements in computer technology, it is now possible to create dynamic content such as video with minimal effort and low cost on most modern computers. The ease of creating and distributing video tutorials instead of static content improves accessibility for researchers, annotators and curators. This article focuses on online video repositories for educational and tutorial videos provided by resource developers and users. It also describes a project in Japan named TogoTV (http://togotv.dbcls.jp/en/) and discusses the production and distribution of high-quality tutorial videos, which would be useful to viewer, with examples. This article intends to stimulate and encourage researchers who develop and use databases and tools to distribute how-to videos as a tool to enhance product usability.     

Exploring the context of biomedical research through a problem-based course for undergraduate students

Students in an interdisciplinary program explored the manufacture of biomedical knowledge in a problem-based course. Because the class size was two to three times larger than the normal tutorial group, suitable modifications were made (formation of floating groups around defined learning tasks, formal presentations, written reports, and evaluations by students and tutor). A variety of problems and/or cases drawn from research papers, newspapers, biographies, or web pages permitted students to appreciate the complex interactions between ideals, individuals, institutions, and investments that comprise modern biomedical research.     

An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses

Study sequence can have a profound influence on learning. In this study we investigated how students decide to sequence their study in a naturalistic context and whether their choices result in improved learning. In the study reported here, 2061 undergraduate students enrolled in an Introductory Psychology course completed an online homework tutorial on measures of central tendency, a topic relevant to an exam that counted towards their grades. One group of students was enabled to choose their own study sequence during the tutorial (Self-Regulated group), while the other group of students studied the same materials in sequences chosen by other students (Yoked group). Students who chose their sequence of study showed a clear tendency to block their study by concept, and this tendency was positively associated with subsequent exam performance. In the Yoked group, study sequence had no effect on exam performance. These results suggest that despite findings that blocked study is maladaptive when assigned by an experimenter, it may actually be adaptive when chosen by the learner in a naturalistic context.     

Migrant economies: opportunity structures and potential in different city types

In this paper we wish to appraise how opportunities for migrant economies and their role in urban development may differ among various city types. The article contributes to the debate about the relationship of migrant economies and urban development and takes up two perspectives: it examines local opportunity structures for migrant entrepreneurs and sheds light on migrant economies’ potential for urban development. To address the many interrelated historical and contemporary processes in cities that influence migrant economies, we adopt the rescaling and the mixed embeddedness approaches. Studies on the role of migrant economies in urban development have predominantly focused on metropolises. Based on mixed-methods case studies in two medium-sized German cities, we ask how different city types influence the opportunities and potential of migrant economies for urban development.     

Defining “American” in the context of immigration: a case study of Helping Hands Elementary

Immigration has dramatically changed the face of the nation in the last thirty years, yet it is unclear how children currently define “Americanness” in light of these demographic and cultural shifts. This research explores how elementary students define what it means to be American in the context of immigration-driven diversity. Based on a survey of fourth and fifth graders in an elementary school located in a high-immigrant community, the author shows that despite the diversity of the school and local surroundings, and the multicultural ideology espoused by school staff, students predominately defined “American” in ethnocultural terms – specifically, as white, US-born, and English-speaking. At the same time, a small group of students challenged this narrative and defined Americans in pluralist terms. This study suggests that schools aiming to create inclusive learning communities in an increasingly diverse nation may need more direct approaches to teaching a culturally pluralist model of America.     

Biomarkers in osteoarthritis

Biomarkers aid the study of osteoarthritis (OA) in a number of different ways. In this article we summarise briefly their multiple uses and reflect on how the study reported in a previous edition of Arthritis Research & Therapy should promote further investigation of cartilage oligomeric matrix protein (COMP). COMP is foremost among hitherto investigated biomarkers and is most consistently shown to predict knee OA progression. Precisely what role it plays in OA pathogenesis remains unclear and elucidating this may be key to defining, and then targeting, the cellular pathways involved in OA.     

How to build and install your own CaptuRING

CaptuRING is a reliable and affordable tool to transform tree-ring samples into digital images combining open source software and do-it-yourself philosophies. A Raspberry Pi runs the system through an Arduino board that controls the wood sample movement across a linear screw at the time that a digital camera takes sequential high resolution (>4500 dpi) images from a wood sample. Here, we present three video tutorials, with English and Spanish subtitles, to construct and install CaptuRING (github.com/CambiumRG/CaptuRING) from scratch. First video tutorial explains the necessary components and how to assemble them to construct the CaptuRING platform, second tutorial covers Arduino board and Raspberry Pi connections, and the third tutorial is devoted to hardware configuration, software installation and CaptuRING use.     

Cloning,stem cells,and the current national debate: incorporating ethics into a large introductory biology course

Discussing the ethical issues involved in topics such as cloning and stem cell research in a large introductory biology course is often difficult. Teachers may be wary of presenting material biased by personal beliefs, and students often feel inhibited speaking about moral issues in a large group. Yet, to ignore what is happening "out there" beyond the textbooks and lab work is to do a disservice to students. This essay describes a semester-long project in which upperclass students presented some of the most complex and controversial ideas imaginable to introductory students by staging a mock debate and acting as members of the then newly appointed President's Council on Bioethics. Because the upperclass students were presenting the ideas of real people who play an important role in shaping national policy, no student's personal beliefs were put on the line, and many ideas were articulated. The introductory audience could accept or reject what they were hearing and learn information important for making up their own minds on these issues. This project is presented as an example of how current events can be used to put basic cell biology into context and of how exciting it can be when students teach students.     

Using Xenopus as a model system for an undergraduate laboratory course in vertebrate development at the University of Bordeaux,France

The goal of this laboratory course is to introduce vertebrate developmental biology to undergraduate students, emphasizing both classical and contemporary aspects of this field. During the course, the students combine the use of living Xenopus laevis material with active tutorial participation, with the aim of illustrating how the fertilized egg can generate the diversity of cell types and complexity of pattern seen only a few days later in the embryo. Special emphasis is given to the observation and manipulation of living material. The laboratory course includes a comprehensive analysis of both oogenesis and early development and is divided into two overlapping parts that combine tutorial and practical approaches. The first part is devoted to oogenesis; oocytes are sorted out, allowed to mature in vitro and observed in histological section. In the second part, students perform an in vitro fertilization of Xenopus eggs and a mesoderm and neural induction assay of animal cap explants. Successful induction of the explants is confirmed by morphological, histological and molecular analyses. Finally, the students observe and comment on selected slides to illustrate the organization of the body plan of the amphibian embryo at an early stage of organogenesis.     

Toward the promotion of researches utilizing microgravity]

Although many opportunities to make experiments under microgravity conditions have been given in the recent decade, it does not seem that a dramatic or decisive result has been obtained by use of microgravity. Promising some experiments in the space station are now near at hand, but it may be necessary to reconsider what the microgravity experiment is or how the microgravity field should be effectively utilized.     

Compromised neural selectivity for song in birds with impaired sensorimotor learning

Anterior forebrain (AF) neurons become selective for song as songbirds learn to produce a copy of a memorized tutor song. We report that development of selectivity is compromised when birds are prevented from matching their output to the tutor song. Finches with denervated vocal organs developed stable song, but it usually did not resemble the tutor song. In those birds, numerous neurons in Area X responded selectively to both tutor and bird's own song (BOS), indicating the importance of both in shaping AF responses. The degree of selectivity for BOS was less, however, than that of normal adults. In contrast, neurons in denervated birds that successfully mimicked tutor song exhibited normal adult selectivity for BOS. Thus, during sensorimotor learning, selectivity for complex stimuli may be influenced by how well motor output matches internal sensory models.