Analysis of university student responses to the pandemic in a formal microbiology assessment.

Zeynep Petek Çakar,Joanna Verran,James Redfern

doi:10.1093/femsle/fnab091

Zeynep Petek Çakar, Joanna Verran + Show 1 more

Open Access

https://doi.org/10.1093/femsle/fnab091

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Abstract

ABSTRACTDuring the coronavirus pandemic, second-year students on the B.Sc. molecular biology and genetics degree at Istanbul Technical University sat an open-ended online exam for a microbiology course in which one of the compulsory questions asked how the course had helped them during the first phase of the pandemic (April–July 2020). Fifty of 69 students gave consent for their (anonymous) responses to be analysed in order to discern any key ways in which their knowledge had been applied. The aim of the study was to investigate whether taking an advanced microbiology course increases understanding of the Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) pandemic and has a positive impact on student behaviours with respect to public health practices. Findings were divided into four major themes: course content (information), application of course content to behavioural change (practice), professionalism and their ‘audience’ whilst at home in lockdown (family and friends). Social distancing, wearing face masks, and hand and surface hygiene were described as important behaviours, with this practice informed by their basic microbiology knowledge. This paper describes a scenario where rote assessment can be used to assess wider scientific literacy with respect to application in society, providing students with an opportunity to incorporate and apply their learning into real-life situations, whilst tutors can assess constructivist learning, conceptual understanding and impact on student behaviour.

Highlights

Higher/university education, like almost all levels of education, often follows a one-directional path of learning followed by assessment
A report by the American Society for Microbiology has called for academic assessment to focus on conceptual understanding (Merkel 2016)
Some provided a significant amount of information on basic microbiology without application

Summary

Introduction

Higher/university education, like almost all levels of education, often follows a one-directional path of learning followed by assessment. A report by the American Society for Microbiology has called for academic assessment to focus on conceptual understanding (Merkel 2016). This has been echoed with a call for greater science literacy – with acknowledgement that other impactful disciplines (e.g. finance) are better understood than those potential impacts relating to microorganisms (Timmis, Cavicchioli et al 2019). No discussion of how microbiology education helped in the COVID-19 pandemic or how it helped inform others. No discussion of how microbiology education helped inform others. Mentions discussion with family/friends about global spread of SARS-CoV-2. Mentions discussion with family/friends about principles of virology/SARS-CoV-2 (e.g. mutation) Screening of Escherichia coli and Bacillus subtilis cells for antibiotic and heavy metal resistances by paper disc-agar diffusion assay

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