Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum

To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human Pathophysiology. Clickers were used to gather anonymous student responses to questions posed within the class period after individual thought and peer discussion. Students (n = 293, 88% of students completing the courses) completed a perceptual survey on clicker effectiveness inserted into the Student Assessment of Learning Gains online instrument. Across courses and years, students uniformly rated several dimensions of clicker use as providing good to great gain in engaging them in active learning, increasing participation and involvement during class, maintaining attention, applying material immediately, providing feedback concerning their understanding, and offering an anonymous format for participation. Within these four sections, quiz grades were compared between clicker and nonclicker years. Significant increases in pre- and posttest scores were seen in Exercise Physiology in clicker years and on some, but not all material, in Anatomy and Physiology I and II based on content quizzes. Human Pathophysiology results were unexpected, with higher quiz scores in the nonclicker year. The results support the hypothesis of increased engagement with clicker use. The hypothesis of increased student performance was not consistently supported. Increased performance was seen in Exercise Physiology. In Anatomy and Physiology I and II, performance improved on some content quizzes. In Human Pathophysiology, performance did not improve with clickers.     

Use of modified SOAP notes and peer-led small-group discussion in a Medical Physiology course: addressing the hidden curriculum

Peer leading of small-group discussion of cases; use of modified subjective, objective, assessment of physiology (SOAP) notes; and opportunities for self-assessment were introduced into a Medical Physiology course to increase students' awareness and practice of professional behaviors. These changes arose from faculty members' understanding of the hidden curriculum and their efforts to reveal it to take increased advantage of its educationally beneficial aspects. Faculty members and students observed that the requirement for students to submit SOAP notes before their discussions meant that they were well prepared to participate. Student satisfaction with the protocol was high, with >95% of the students agreeing that discussants were well prepared and that the overall performance of their discussion group was good. A comparison of students' performance on selected exam questions showed that peer leading was equally as effective as a previously used teacher-centered approach. Students agreed that their ability to analyze a clinical case had improved using this protocol, an effect that persisted at least one semester after the end of the course. These approaches were time and cost efficient from a faculty perspective while serving the needs of the students. The use of SOAP notes and peer-led discussion were effective forms of instruction, in which students succeeded in learning medical physiology and in practicing professional behaviors.     

Neuroscientists’ Classroom Visits Positively Impact Student Attitudes

The primary recommendation of the 2010 President’s Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists’ visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners’ perceptions of their own potential to learn. Teacher and student surveys were administered in 4^th-6^th grade classrooms throughout Minnesota either before or after one-hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students’ interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change). Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to primary school students’ attitudes toward science and learning.     

Technology in the teaching of neuroscience: enhanced student learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.     

How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning

Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected.     

Dedicating specific sessions of cytopathology courses to medical students. A survey/consensus study

OBJECTIVE: To establish a consensus among medical schools in North America on whether to dedicate specific sessions to teaching cytopathology to medical students. STUDY DESIGN: A list of all the medical schools in the United States, Canada and Puerto Rico was retrieved from the American Association of Medical Colleges Web site in conjunction with the information provided by the 33rd edition of the Directory of Pathology Training Programs, published by the Intersociety Committee on Pathology Information. A total of 147 schools were found. A questionnaire was designed to include 7 questions addressing this issue and was sent to each medical student pathology course director. RESULTS: Of the 147 questionnaires, 65 (44%) responses were received. Fifty-four (83%) indicated the total number of pathology lectures given to medical students in each course. The number of lectures ranged between 19 and 201, with a mean of 85. Seven (11%) stated that their systems used problem based learning and that therefore a specific number of pathology lectures could not be given accurately. Sixteen (25%) have cytology sessions incorporated in their pathology courses. Thirteen (20%) prefer to include cytopathology sessions in the course and are committed to doing so. Therefore, 29 (45%) institutions either have or prefer to have specific sessions dedicated to cytopathology education. CONCLUSION: Incorporating specific sessions dedicated to cytopathology education in the medical student curriculum is highly recommended. Using new educational techniques, including computer-based methods with real case studies, would add more educational value.     

Social stimuli as incentives for delayed response performance by infant pigtailed macaques (Macaca nemestrina)

Six pigtailed macaque monkeys (Macaca nemestrina), ranging in age from 4.5 to 13.5 months, were studied longitudinally on a delayed response procedure in a spatial choice apparatus. In each trial the subjects were exposed to two stimulus animals, an unfamiliar adult female and a familiar age-mate. Prior work showed that such nursery-reared infants overwhelmingly prefer a familiar peer over an unfamiliar adult female. Therefore, the peer was considered to be a positive incentive and choosing the peer was defined as the “correct” response. After the infants were given visual exposure to the stimulus animals, an opaque door was lowered to block them from the subject's view. Then a single delay period of 0, 5, 15, 60, 120, 240, or 480 sec was introduced during 20-trial sessions. The delays were increased over sessions, with about two weeks between sessions. The subjects reliably chose the familiar peer after delays of up to 60 sec, with one subject maintaining correct choices even after 8-min delays. These results revealed that the delayed response performance of young macaques with social incentives was as good as, or better than, maximum performance levels reported for macaques with food incentives. Cues such as odors, sounds, and visual-postural orientation sets could not explain the performance levels at long delays found in this study.     

‘Life after last orders’: microbiology as a career

The 2003 conference of the International Biodegradation and Biodeterioration Society (www.biodeterioration. org) and the International Biodegradation Research Group (www.ibrg.org), was held last September at the Manchester Metropolitan University. The conference, ‘Management and Control of Undesirable Microorganisms’, followed the usual format of lectures, questions, posters and social events, but an additional event was staged for younger society members. Funding from FEMS, the Federation of European Microbiology Societies, in the form of a Young Scientists Grant, enabled the attendance of delegates from across Europe including the Czech Republic, Latvia, Germany, Russia, Uzbekistan and the UK. These delegates, and the rest of the conference, were invited to a workshop entitled ‘Life after Last Orders’, where some of the slightly older members of the Society described their career paths. Informal 5–10 minute presentations were followed by question/answer sessions, which also included some interesting contributions from the floor. The session was chaired by the two youngest members of IBBS Council, Kathryn Whitehead, a PhD student at MMU, and Chris van der Gast, from the University of Oxford Centre for Environmental Biotechnology. The following narratives describe the career paths of two ‘experienced’ microbiologists! It was fascinating to hear how the careers of one's peers had developed.     

Positive reinforcement training in rhesus macaques—training progress as a result of training frequency

Positive reinforcement training (PRT) efficiency was examined as a function of training frequency in 33 pair‐ or triple‐housed female rhesus macaques. The animals were trained three times a week, once a day or twice a day, using PRT and a clicker as a secondary reinforcer. All animals were trained on 30 sessions, with an average of 5 min per training session per animal. The behaviors, trained in succession, were Targeting (reliably touching and following a Target); Collaborating (dominant animals allowing subordinates to train while stationing); Box‐training (accepting being enclosed in a small compartment while responding to Target training) and initial Injection training. Fulfilled criteria for Targeting were obtained in 32/33 animals in a median of nine training sessions. Collaboration was obtained in 27/33 animals in a median of 15 training sessions. However, only four animals completed Box‐training during the 30 training sessions and started Injection training. When comparing training success in terms of number of training sessions, training twice a day was less efficient than the other two treatments. In terms of daily progress, our results suggest that from a management perspective, daily training is more conducive to quick training success than thrice weekly training. In addition, in this study no further advantages could be gained from training twice a day. Am. J. Primatol. 71:373–379, 2009. © 2009 Wiley‐Liss, Inc.     

Combination of didactic lecture with problem-based learning sessions in physiology teaching in a developing medical college in Nepal

Physiology teaching as an essential part of medical education faces tremendous criticism regarding curriculum design, methods of implementation, and application of knowledge in clinical practice. In the traditional method of medical education, physiology is taught in the first year and involves little interdisciplinary interaction. The Manipal College of Medical Sciences, Pokhara, Nepal (affiliated with the Kathmandu Univ.) started in 1994 and adopted an integrated curriculum drawn along the lines of the student-centered, problem-based, integrated, community-based, elective-oriented, and systematic (SPICES) medical curriculum. Here, physiology is taught for the first 2 yr of the 4.5-yr Bachelor of Medicine, Bachelor of Surgery course. Methodology adopted is as follows. For a particular topic, objectives are clearly defined and priority content areas are identified. An overview is given in a didactic lecture class to the entire batch of 100 students. Tutorial classes are conducted thereafter with smaller groups of students (25/batch) divided further into five subgroups of five students each. In these sessions, a problem is presented to the students as a focus for learning or as an example of what has just been taught. Each problem was accompanied with relevant questions to streamline the students' thought processes. A tutor is present throughout the session not as an instructor but as a facilitator of the learning process. A questionnaire sought students' opinion on the usefulness of this approach, relevance of the combination of problem-based learning (PBL) sessions and didactic lectures in understanding a particular topic and relating clinical conditions to basic mechanisms, and improvement of performance on the university final examination. The majority of the students opined that the combination of didactic lectures and PBL sessions was definitely beneficial regarding all the above-mentioned aspects of learning. The university results corroborated their opinion. Thus it may be considered that a judicious mixture of didactic lectures and PBL sessions is beneficial as a teaching module of physiology in medical schools.     

Does previous experience enhance foraging on a particular host in a polyphagous frugivore?

Prior oviposition or feeding experience with a host plant has been proposed to improve foraging efficiency for polyphagous insect herbivores. Many laboratory-based experiments have attributed certain modified behavioural responses, such as an improved ability to locate a host, as evidence for the benefits of learning. However, few studies have considered the negative ramifications of learning, particularly under field conditions rather than laboratory conditions. In the current study, using the polyphagous fruit fly Bactrocera tryoni (Froggatt) (Diptera: Tephritidae), we explore both the positive and negative consequences of modified host selection resulting from prior oviposition experience. In field cage experiments, prior oviposition experience on a given host increased the selection of that host despite its abundance and its suitability for offspring development. For example, in a field cage that contained significantly more blueberry (poor larval host) than guava (good larval host), prior experience on guava resulted in more flies selecting and accepting guava than did naïve flies (a presumed positive foraging outcome). However, the opposite also held, that prior experience on blueberry led to increased blueberry use, even when guava was more abundant. In unrestrained flies, prior experience dramatically improved recapture rate with flies locating the training fruit. The results highlight the potential benefits of learning, but also identify that learning can be a disadvantage if prior experience on a poor host leads to flies repeatedly using that host over a more suitable host.     

Differences between simultaneous and blocked training detected by a transfer test

Secondary data analysis was used to compare responding early on a transfer test from rats previously trained simultaneously or successively on multiple temporal discriminations for the same number of trials [Guilhardi, P., Church, R.M., 2005 a. Dynamics of temporal discrimination. Learn. Behav., 33, 399-416]. Three fixed intervals (30, 60, and 120 s) were signaled by three stimuli (light, noise, and clicker). Twelve rats were trained with the three stimulus-interval pairs intermixed on each experimental session (simultaneous condition); 12 other rats were trained in successive blocks of 10 sessions on each pair (blocked condition). Then, all rats had a transfer test in which all three stimulus-interval pairs were presented intermixed on each session. Rats in the simultaneous and blocked condition responded similarly during training, but differently during early stages of the transfer test. One possibility is that rats in the blocked condition were controlled by the previous interval, not by the current stimulus. These results challenge the usual assumptions from models of timing and conditioning that both simultaneous and blocked training produce learning of the associations between stimulus and interval in a multiple interval training task.     

Report from the second cytomegalovirus and immunosenescence workshop

The Second International Workshop on CMV & Immunosenescence was held in Cambridge, UK, 2-4th December, 2010. The presentations covered four separate sessions: cytomegalovirus and T cell phenotypes; T cell memory frequency, inflation and immunosenescence; cytomegalovirus in aging, mortality and disease states; and the immunobiology of cytomegalovirus-specific T cells and effects of the virus on vaccination. This commentary summarizes the major findings of these presentations and references subsequently published work from the presenter laboratory where appropriate and draws together major themes that were subsequently discussed along with new areas of interest that were highlighted by this discussion.     

Breaking out of the echo chamber: missed opportunities for genetics at conservation conferences

Genetic approaches have proven useful for addressing various conservation problems, but genetics remains poorly integrated into conservation practice. Multidisciplinary conservation conferences present excellent opportunities for bridging the conservation-genetics gap and facilitating cross-disciplinary projects. We hypothesize that there is a tendency for presentations featuring genetic approaches to be siloed into approach specific sessions, creating an “echo chamber”; geneticists are left talking amongst themselves, hindering collaboration across disciplines. To test this, we reviewed abstracts from the past six Society for Conservation Biology conferences and assessed how presentations featuring genetics/genomics were distributed throughout the respective programs. We found that: the segregation of presentations featuring genetics varied widely between conferences (22–78 %); that no other method or approach was segregated to the same degree; and that the vast majority (99 %) of presentations featuring genetics had broader applications that made them appropriate for other sessions. We argue that segregating genetics at conservation conferences in this way is unhelpful and serves to strengthen the idea that genetics is not relevant to a wider conservation audience. We recommend that; (1) conference organisers endeavour to facilitate the integration of genetics into sessions based on the conservation questions addressed, rather than the methods used to address them; and (2) geneticists make the practical application of their work clear at abstract submission and during presentations. These recommendations are not novel, but our data illustrate a clear need for them to be implemented to better facilitate integration of genetic research that will benefit conservation outcomes.     

The microencapsulation of odorants as a method of stimulus control and delivery in studies of odor quality perception

The judgment of odor similarity between members of pairs ispreferable to odor naming in some situations. Similarity judgmentsare numerically summarized by multidimensional scaling (MDS)methods, which encourage the use of large numbers of pairs ofodorants; but the presentation of many different odorants involvesdifficulties in stimulus preparation and presentation. The microencapsulationof odorants provides a stimulus presentation method for olfactorytests using nothing more than paper and pencil. This reportexamines the feasibility of the microencapsulated odorant asa stimulus procedure in MDS analyzed similarity judgments. Inaddition, the effects of repeated testing, both within and betweentest sessions was examined. Special attention was given to asymmetryof similarity perception. The new method of odor delivery provedto be excellent, and the MDS model produced was as expected.Systematic trends to judge pairs as increasingly similar overrepeated judging, both within and between sessions, was observed.There were instances of asymmetry of similarity perception betweenthe two orders of presentations of some odor pairs, but notothers. The results suggested additional studies which willlead to a psychometrics of individual differences in odor qualityperception.     

谈细胞生物学启发讨论式教学中的问题设置

启发讨论式教学是素质教育对各科教学的新要求。问题设置是启发讨论式教学中的关键环节。探讨了细胞生物学启发讨论式教学中问题设置的基本方式及其应注意的几个方面。     

Health promotion in the general practice consultation: a minute makes a difference.

OBJECTIVE--To see whether extending appointment length from seven and a half minutes or less to 10 minutes per patient would increase health promotion in general practice consultations. DESIGN--Controlled trial of 10 minute appointments. Consultations were compared with control surgeries in which the same doctors booked patients at their normal rate (median six minutes per patient). SETTING--10 general practices in Nottinghamshire. SUBJECTS--16 general practitioners were recruited. Entry criteria were a booking rate of eight or more patients an hour, a wish for longer consultations, and plans to increase appointment length. MAIN OUTCOME MEASURES--Duration of consultations; recording of blood pressure, weight, and cervical cytology in the medical record; recording of advice about smoking, alcohol, diet, exercise, and immunisation in the medical record; reporting of the above activities by patients. RESULTS--Mean consultation times were 8.25 minutes in the experimental sessions and 7.04 and 7.16 minutes in the control sessions. Recording of blood pressure, smoking, alcohol consumption, and advice about immunisation was significantly more frequent in the experimental sessions, and the proportion of consultations in which one or more items of health education were recorded in the medical notes increased by an average of over 6% in these sessions. Patients more often reported discussion of smoking and alcohol consumption and coverage of previous health problems in the experimental sessions. There was little change in discussion of exercise, diet, and weight or cervical cytology activity. CONCLUSIONS--Shortage of time is a major factor in general practitioners'' failure to realise their potential in health promotion. General practice should be organised so that doctors can run 10 minute appointment sessions.     

Report on the ILAR International Workshop on the Development of Science-based Guidelines for Laboratory Animal Care

The Institute for Laboratory Animal Research of the National Academies hosted a meeting in November 2003 in Washington, DC, titled "International Workshop on the Development of Science-based Guidelines for Laboratory Animal Care." The purpose of the workshop was to bring together experts from around the world to assess the available scientific knowledge that can have an impact on the current and pending guidelines for laboratory animal care. Platform presentations focused on a variety of issues, from information exchange on mechanisms for the development of regulations across different countries and cultures, to data-based scientific studies on the effects of environmental enrichment on research outcomes. In the discussion sessions, participants were tasked with addressing the current scientific literature on the specific session topics; identifying gaps in the current knowledge in order to encourage future research endeavors; and assessing the effects of current and proposed regulations on facilities, research, and animal welfare. Participants had ample opportunities to share research outcomes and viewpoints in the multiple breakout sessions. Summaries of all breakout sessions were presented in the general session. On the final day of the workshop during the point/counterpoint session, a diverse group of speakers presented their cases for and against harmonization of standards. Although some of the speakers had serious reservations about harmonization, most of the panel members supported some form of harmonization. A positive outcome of the workshop was the opportunity for scientists and veterinarians from many countries to begin a dialogue with a goal of understanding the basis for the differences in regulatory approaches in laboratory animal care and the hope of continuing discussions on ways to work together toward some type of harmonization.