Basic Science Courses Research Articles

A Virtual Patient Encounter to Promote Integration in a Preclinical Case-Based Learning Session.

In medical education, virtual patients increase the realism of learning in a safe environment. We added an integrated learning event using a virtual patient to integrate patient history taking into a preclinical basic science course. Herein, we describe the process and our overall satisfaction with the virtual patient encounter.

Clinical Experts' Opinion Improves the Attitude of Medical Students Toward ‌Basic Sciences' Courses.

The medical curriculum consists of basic pre-clinical and clinical parts. Basic sciences are required for diagnostic and clinical reasoning but students do not have a positive attitude toward basic sciences, mostly because of the lack of clinical relevancy. Basic sciences have many applications in the prevention, diagnosis, and treatment of a broad range of diseases but do not attract the attention of medical students. The aim of this study was to investigate the influence of clinical experts' opinions on the attitude of medical students toward basic sciences, particularly immunology. The opinion of six clinical specialists in different fields was recorded in a video clip, presenting the application of basic sciences and immunology in their routine practice. The attitude of second-year medical students toward the basic science courses was evaluated by a questionnaire containing four ranking questions and one short answer. The video clip was streamed and after that, students were answering the same questions. In total, 188 students including 129s-year students (M/F ratio: 0.92) and 59 third-year students M/F ratio: 0.90) participated in the study. For all ranking questions, the mean score was significantly increased after watching the interviews' film streaming. Before watching the video clip, only 14.9% of students considered immunology as an important course but after that, the percentage significantly increased to 58.5% (P < 0.001). The results of this study showed that knowing clinical specialists' opinions about basic sciences significantly improved the attitude of students toward basic science courses, in particular immunology.

Integration of the USMLE (United States License Examination) training system into the Curriculum Fergana Medical Institute of Public Health

The United States occupies a leading position in the world in terms of the level and effectiveness of scientific research. Health care in the United States is provided with the most modern medical equipment, medicines and consumables. Today, most of the Nobel Prizes in medicine go to the United States - 18 of the last 25 recipients were American citizens or visiting scientists. Americans account for half of all drugs created in the last 20 years. In American medicine, a quality control system for services has been established, the rights of the patient and his relationship with the doctor are regulated by a serious legislative framework. Medical school usually consists of four years of study and study in the USA. Traditionally, the first two years consist of basic science and clinical medicine courses such as anatomy, biochemistry, histology, microbiology, pharmacology, physiology, cardiology, pulmonology, gastroenterology, endocrinology, psychiatry, and neurology. USMLE Step 1/COMLEX Level 1 medical licensing commissions are accepted upon completion of the preclinical phase of the study.

Case Study on Class to Strengthen Interaction in a Non-face-to-face Basic Science Course in University

This study designed and operated the instructional design in a basic chemistry class for the enhancement of interactions in a non-face-to-face environment. The collaboratively executed strategies were as follows: 1) Flipped learning method 2) Analyzing students’ learning results at the pre-learning stage 3) Real-time lectures and small group activities based on a diagnosis of the learning level. By the analysis of the results of class operation, positive effects were seen concerning the strengthening of interactions requested in a non-face-to-face environment. In particular, this has played an important role in the strengthening of professor-student interactions through identifying the learning needs of the student and the interactions between students through the small group activity based on the degree of understood concepts. Secondly, positive results were shown regarding learning achievement when it comes to regular exams and subject competencies. Third, this model produced a high level of lecture satisfaction. Through these findings, our study will be helpful to the designing of the BSM class for the enhancement of interactions in non face-to-face environments. In addition, we believe that this study can contribute to more effective curriculum operation through flexible linkage with the face-to-face class environment.

A Comparison of High School Students' Knowledge and Satisfactions Regarding Basic Science and Halal Science Literacy Training Course

In the modern era, training in technology and science that integrates content with the learner's way of life is essential for promoting the development of learning skills in the twenty-first century. Therefore, the researchers conducted a research study with the objective of examining the outcomes of Basic Science and Halal Science Literacy (BHL) training program and evaluating the students’ satisfaction with learning management among high school students studying in private religious schools in the southern border provinces of Thailand. The sample group in the study consisted of 97 students with pretest and posttest training assessment (the one-group pretest-posttest design). Analysis of the data was conducted using mean, standard deviation, and paired T-test with a confidence interval of 95%. The findings indicated that after training, participants' understanding of Basic Science and Halal Science Literacy (BHL) improved statistically significant. In addition, it was revealed that the participants had a high degree of satisfaction with the training's holistic overview, with an average satisfaction level of 4.36 and a standard deviation of 0.7.

Evaluating the effectiveness of Ph.D. courses in basic medical sciences to create knowledge management capabilities from the graduate students’ view of Tehran University of Medical Sciences

Introduction: Knowledge management as a new subject has created a new approach to facilitating education and research in the higher education system. University graduates need to enter the world with the tools to play a role before they go to work, which is considered imperative in knowledge management. The purpose of this study was to survey the effectiveness of the PhD. curriculum to create knowledge management capabilities from the point of view of graduate students in Tehran University of Medical Sciences.&#x0D; Methods: This study incorporated a descriptive cross-sectional approach. The research sample included Ph.D. graduates from various fields of basic medical sciences at Tehran University (107 participants). Data collection was via a researcher-made questionnaire constructed based on the components of Bukowitz and Williams’s model, and its validity and reliability were confirmed. The SPSS version 22 statistical software was used for data analysis.&#x0D; Results: The findings of this research showed that the average score of knowledge management in courses from the graduate students’ view is higher than the theoretical average. In addition, the highest average is related to knowledge contribution (3.2), and the lowest is related to knowledge assessment (2.69).&#x0D; Conclusion: The effectiveness of PhD. courses in creating knowledge management capabilities from the graduate students’ view was higher than the theoretical average. However, it did not have a favorable outcome in some components; therefore, extensive planning and attention is necessary, particularly in terms of knowledge assessment and elimination.

First-person video experiences as a vicarious, virtual alternative to in-person basic science labs.

The global COVID-19 pandemic required the teaching of basic science instructional laboratories be done in a remote, online format termed emergency remote teaching (ERT). The aims of this study were to: (1) share strategies for ERT of basic science instructional laboratories and (2) assess student perceptions of the experience of virtual demonstrations that were recorded from the first-person perspective of the professor. Laboratories for courses in gross anatomy, neuroanatomy, and clinical microbiology were adapted to ERT by creating videos that allowed the students to view the laboratory activities through the eyes and hands of the faculty. A unique 5-question survey instrument was created to collect students' perceptions of gross anatomy, neuroanatomy, and clinical microbiology virtual lab experiences. Percentage of responses were calculated for 4 close-ended questions. Qualitative content analysis was conducted on the single open-ended question. Two additional close-ended questions were used for assessing perception of gross anatomy labs only. Videos of gross anatomy, neuroanatomy, and clinical microbiology laboratory activities mimicked the student experience through the camera lens as labs were performed by faculty members engaged in either dissection, viewing structures or doing experiments, respectively. In all 3 basic science courses, over 70% of students strongly agreed or agreed that the videos created a sense of being in the laboratory. Use of video technology allowed faculty to mimic the student experience of being in basic science laboratories, and, importantly, allowed the student to virtually participate in the learning experience.

Exploration and Practice of Electronic, Networked and Intelligent Methods for Basic Medical Science Education to Develop Pathology Interest

Abstract Introduction/Objective In response to the sudden COVID-19 pandemic, the Chinese government has restricted student visas for international students as part of an emergency "zero COVID" plan. As a result of these border closures, most international students enrolled in Chinese medical universities have not returned to campus for more than 2.5 years and have continued their medical education online. Basic medical science study has continued relatively smoothly compared to clinical apprenticeships, which focus more on clinical traineeship and practice. How to turn the crisis caused by the pandemic into an opportunity to improve the level of basic medical science education and level of pathology interest in our school is the topic explored in this paper. Methods/Case Report The methods proposed in this study include the intelligence of artificial intelligence technology and adaptive teaching tools for teaching students in accordance with their aptitude, interactive microscopic slides and gross pathology recognition methods based on computer graphics technology, and Internet-based group learning and large group discussions. All the advantages of traditional classroom teaching are therefore included and some overcome the shortcomings of traditional classroom teaching. Results (if a Case Study enter NA) Grades in 2019-2020 school year basic medical science courses were obtained. In this school year, the first semester was traditional education on campus and the second semester was online using the method described in this paper. Second semester grades were 17.2% higher than the first. USMLE Step 1 performance was another measured outcome because it focuses on basic science and pathology. A good outcome on this exam was obtained and the teaching method proposed in this paper is verified. Conclusion The author is preparing to expand the sample size to further verify, improve, and perfect the method proposed in this paper, so as to promote the depth and breadth of basic medical education and continuing success from education into success in pathology careers.

Attendance of Near-Peer Tutoring Sessions Improves Academic Performance of First-Year Medical Students.

Many medical schools have implemented near-peer tutoring (NPT) programs based on the substantial benefits of these programs to both tutors and tutees. This study correlated the frequency of attending weekly NPT sessions to students' academic performance, and also compared performance of high and low attending students. Twenty-one weekly NPT sessions were delivered by fourth-year (M4) students to first-year (M1) students. Attendance was recorded, and accordingly students were divided into three groups, high (15-21 sessions), moderate (7-14 sessions), and low (0-6 sessions) attendance groups. Pearson product-moment correlation coefficient was computed to assess the relationship between students' frequency of attendance and their overall performance on overall basic medical sciences at the end of M1 year and M2 mid-year NBME® CBSE. Students' performance was also analyzed using ANCOVA and Bonferroni post hoc test to compare differences between the three attendance groups. An increase in number of attended NPT weekly sessions corresponds with an increase in students' performance on overall M1 basic sciences weighted average (r(196) = .240, p ≤ 0.001) and the M2 mid-year NBME® CBSE (r(196) = .325, p ≤ 0.001). High attending students performed significantly higher than low attending students on overall M1 weighted average of basic science courses (F(2, 192) = 8.518, p < .001) and M2 mid-year NBME® CBSE (F(2, 192) = 15.494, p < .001). Attending NPT weekly sessions is a valuable experience that is associated with an improvement in M1 medical students' academic performance. However, low performing students tend to miss attending NPT weekly sessions.

Prediction of Admission Tests for Medical Students' Academic Performance.

IntroductionMedical educators are concerned about predicting standardized tests for students’ academic performance in medical colleges. This study, in Saudi Arabia, attempted to analyze the predictive validity of two local standardized tests (GAT and SAAT) for students’ performance in the first two years and basic and advanced science courses. This study is unique since it focuses on comparing the prediction of both tests between the two years and examining the difference in students’ performance in basic and advanced science courses.MethodsData of 650 students included GAT and SAAT scores, GPA in the first and second year, and average basic and advanced science courses validated through students’ college ID.ResultsResults show that both GAT and SAAT significantly predict medical students’ GPA with sufficient strength (ie, R2 =27% and 28% for the first and second years). It also indicates that GAT and SAAT are significant predictors of students’ academic performance in their basic and advanced science courses with an acceptable strength (ie, R2= 27% for the basic science course, and R2= 22% for advanced science course).DiscussionBased on these results, the study concludes about the necessity of having more accurate and relevant admission criteria for medical colleges.

Skin Color Representation in Ophthalmology Textbooks.

ObjectiveInadequate diversity in dermatologic images has been associated with diagnostic delays and poorer health outcomes. This underrepresentation of darker skin tones has also been demonstrated across various fields of medicine, including rheumatology, urology, and in the COVID-19 pandemic. The distribution of skin tones has not been examined in educational ophthalmology texts. The authors aimed to quantify the representation of skin tones across three leading ophthalmology textbooks.MethodsTwo independent investigators utilized the Fitzpatrick’s skin phototype scale to code images containing skin as either “light” (Fitz. I–IV) or “dark” (Fitz. V–VI) in three fundamental ophthalmology textbooks: Clinical Ophthalmology (Salmon and Kanski), Ophthalmology (Yanoff and Duker), and the 13 Basic and Clinical Science Course texts by the American Academy of Ophthalmology. Images without discernible skin color were excluded.ResultsOf the 9766 images reviewed, 2305 images met inclusion criteria. The three textbooks combined were found to have 2123 (92.1%) images of light skin tones and 182 images (7.9%) of dark skin tones. When compared to national data that found 12.6% of individuals to have dark skin tones, the proportion of images with darker skin tones in ophthalmology textbooks was statistically significantly lower (χ2corr(1, N = 4996) = 211.7, p < 0.001).ConclusionsDarker skin tones are statistically significantly underrepresented in textbooks that are central to education of trainees in ophthalmology. Acknowledgement and inclusion of skin tone diversity in ophthalmology educational materials are necessary to ensure that physicians in the field are equipped with the knowledge and training to provide the highest level of care to all patients.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-022-01636-4.

The Implementation of E-Learning Supported by Social Reality Videos in Mobile Applications: Its Impact on Student’s Learning Outcomes

This study aims to implement e-learning supported by social reality videos in a mobile application and explore its impact on improving student learning outcomes. This study used an experimental design (pretest-posttest control group design), two sample groups were used, they were the experimental and control groups. The experimental group was treated with e-learning supported by social reality videos in a mobile application, while the control group was given face-to-face learning and relied on the expository method. The number of research samples in each of the two groups was 28 students, they were students who took basic natural science courses at the Mandalika Education University. Pre-test and post-test were given with the same task in both groups. This study focuses on measuring student cognitive learning outcomes which are considered as the impact of induced learning in both treatment groups. Each learning outcome data was analyzed descriptively (analysis of average learning outcomes and n-gain), and statistical analysis (testing the hypothesis of differences in student learning outcomes between treatment groups), statistical analysis at a significance level of 0.05. In general, the results of the study shows that e-learning supported by social reality videos in a mobile application has a significant impact on improving student learning outcomes, and is found to be better than the expository method. We recommend its simultaneous use in regular lectures in the classroom.

Magnetic field computer interface based on Cartesian robot for practical demonstration of Ampere’s law in precollege courses

Basic science courses, such as physics, are fundamental to precollege studies. For instance, in different engineering applications, electricity and magnetism require comprehending subjects such as electrical circuits and power electronics. However, abstract concepts such as electric or magnetic fields are often difficult to explain without visual tools. Computer programs designed for learning physics fundamentals are useful in this area because they allow the visualization, interaction and reinforcement of main concepts in a better way than using only blackboard. In this work, an interactive MATLAB based program to visualize a magnetic field in 3D was presented. The measurements were sampled by a computer-controlled Cartesian robot with a Hall effect sensor. The magnetic field was generated by an energized electromagnet to show the relationship between electricity and magnetism. The designed graphical user interface aims to stimulate interest in electromagnetism in precollege students.

Effect of Collaborative Flipped Learning Strategy and Socio-cognitive Ability on Students’ Metacognitive Skills

The reality shows that instructors and students are having difficulty implementing online science education during the pandemic. The purpose of this study was to determine the effect of collaborative flipped learning (CFL) strategy and socio-cognitive ability on metacognitive skills and self-efficacy in primary school pre-service teachers who were currently enrolled in a Basic Science course. This objective was motivated by the current state of education and teaching, which necessitates the use of technology to facilitate learning activities. This study employed a quasi-experimental design with a non-equivalent control group and a 2 x 2 MANOVA inferential statistical test. Prior to undertaking the inferential statistical test, we ran assumption tests, specifically normality and homogeneity analyses. The analysis results showed that there was a discrepancy in metacognitive skills between students in the experimental class who were taught the CFL strategy and those who were instructed the conventional strategy, indicated by an Fcalculated value of 11.299 and a significance value of 0.001. The analysis results also showed that there was a significant difference in metacognitive skills between students with high socio-cognitive ability and those with poor socio-cognitive ability, indicated by an Fcalculated value of 39.9724 and a significance value of 0.000. It was also found that the interaction between the learning strategy and socio-cognitive ability influenced students’ metacognitive skills. These findings suggest that educators should consider cognitive and social factors while implementing the collaborative flipped learning strategy to help students enhance their metacognitive skills

Analisis Kebutuhan Pengembangan Buku Ajar Ilmu Alamiah Dasar (Basic Sains) Berbasis Science, Environment, Technology, Society (SETS

This study aims to analyze the need for compiling basic science learning books based on Science, Environment, Technology, Society (SETS). The needs analysis method uses the Thiagarajan 4D development model at the definition stage, with the subject being students from the Faculty of Social Sciences and Humanities (FPISH) who have taken Basic Natural Science courses at IKIP Budi Utomo. The data collection method was carried out by observing directly during lectures and also distributing google forms in the form of questions containing learning resources, methods used in learning, test forms, and also the expected learning books for students. The results of the questionnaire analysis showed that 100% of students needed and agreed with the development of textbooks based on Science, Environment, Technology, Society (SETS).

Effects of Virtual Reality (VR) Video as Asynchronous e-Learning Supplement on Student Learning Outcomes

The purpose of this study is to explore the impact of virtual reality (VR) videos as asynchronous e-learning supplements on improving student learning outcomes. This study is an experimental study, using two sample groups (experimental and control). The experimental group was taught by presenting virtual reality (VR) videos connected to e-learning in the LMS, and the control group by traditional (face-to-face) or expository learning (without VR). Research participants in each sample group were 24 early semester students who programmed a basic natural science course at the Universitas Pendidikan Mandalika (UNDIKMA). The groups were given the initial task as a pretest, learning treatment, and the final task as a posttest. Learning assignments and descriptions of learning materials are related to the theme of 'climate change.' Test instruments (essays) were employed to measure students' cognitive learning outcomes. The test instrument used fulfills the validity aspect as a psychometric property of the instrument. Data were analyzed descriptively (n-gain parameter), and statistically (analysis of mean differences using independent sample t-test) at a significance level of 0.05. The results of the descriptive and statistical tests showed that there was a significant impact from the application of virtual reality (VR) videos as asynchronous e-learning supplements to the improvement of student learning outcomes. Our findings confirm that virtual reality (VR) videos as asynchronous e-learning supplements are better at improving student learning outcomes when compared to traditional face-to-face (expository) learning. More detailed results are presented in this article.

Comparison of the Effectiveness of Biomedical Subject Learning Methods

The Covid-19 outbreak requires the teaching and learning process to change to using online methods. The purpose of this study was to determine the evaluation of student learning in basic biomedical science courses consisting of theory and practicum with offline and online methods by looking at the scores of students' final semester exam results.The sample for this assessment is 174. The value of offline theory compared to online differs by 4.94 points, where the online value is high. The value of online practicum learning compared to offline is 8.2 points different, where the online value is also higher. Final semester test scoresmethod theoryoffline varies from 43 – 88 whilemethodonline from the value of 52 – 92. The results of the final semester practicum exam scoresmethodoffline from 68 - 90 while online ranging from 60 - 98. The average percentage of online theory learning methods is 74.15andthe average offline theory learning method is 69.21. Meanwhile, the average percentage of offline practicum learning methods is 74.59 and the average percentage of online practicum learning methods is 82.79. The analysis of this research uses the SPSS program independent samples t-test with the results of the value of️= 4.818and siq of 0.013 (less than 0.05), then the conclusion is the result of the value of basic biomedical science with online learning methods is higher than offline learning.

A Degree Program in Modern Anatomical Sciences Aimed at Improving Matriculation and Retention Rates for Underrepresented Students in Medicine

BackgroundThe American Association of Medical Colleges (AAMC) reported that 28% of all medical school applicants for the 2018‐2019 application cycle indicated their ethnicity as different from Caucasian or Asian. Of those accepted, approximately 23% reported their ethnicity as different from Caucasian or Asian.1 Even as these numbers represent increases in total numbers of underrepresented students matriculating to medical school, they are still underrepresented as a proportion of the US population.2, 3 In 2019, a one‐year master’s degree program in Modern Anatomical Sciences (MAS) was refocused as a pathway for increasing the number of students underrepresented in Medicine (URiM) at our institution. The pathway was first implemented in the 2020 – 2021 academic year.Questions/Purposes/Hypotheses Can a master’s degree program focused on anatomical sciences increase the number of URiM students that matriculate to an affiliated medical school? Can a strategically designed master’s degree program increase the number of URiM students that successfully complete the first year of medical school? MethodsA one‐year master’s degree program that accepts no more than 16 applicants annually. Coursework includes: 21.0 credit hours of basic science content taken jointly with first‐year medical students. 6.0 credit hours and up to 40 clinical hours observing biomedical imaging. 4.0 credit hours devoted to the design, implementation, and communication of results of a scholarly project. ResultsTo date, 28 students have been admitted to the pathway program. All 12 URiM graduates of the 2020 ‐ 2021 academic year matriculated to the current first‐year medical school class. These students represent 7.5% of the class and markedly boost the historical diversity representation at the school (14% URiM over past four years). MAS pathway students consistently perform as well, or better, in coursework taken jointly with first‐year medical students. For example, among first‐year medical students taking the first gross anatomy practical exam, MAS students were 22 times more likely to score above 90% compared to a traditional first‐year medical student. Finally, of the 18 students awarded MAS degrees in 2020 and 2021, 83% have matriculated to our medical school, and cumulatively 94% have matriculated to allied health schools in Ohio.ConclusionsSince its inception in 2019, the one‐year master’s degree program in Modern Anatomical Sciences has proven effective in increasing the number of underrepresented in medicine students at our medical school. The curriculum design successfully prepares students for the rigor of the pre‐clerkship curriculum at our institution. Taking basic science courses alongside medical students builds confidence and prepares students to be class leaders in their first year of medical school. The small class size provides students greater opportunities to interface with medical school faculty and clinicians, as well as develop positive, affirming relationships with their classmates. These connections are likely to benefit the students throughout their medical school careers.References AAMC. Diversity in Medicine: Facts and Figures 2019, Washington, DC: AAMC; 2019 AAMC. Altering the Course: Black Males in Medicine. Washington, DC: AAMC; 2015 Lett LA, Murdock HM, Orji WU, Aysola J, Sebro R. Trends in Racial/Ethnic Representation Among US Medical Students. JAMA Netw Open. 2019;2(9):e1910490. doi:10.1001/jamanetworkopen.2019.10490

The benefits of incorporating active learning into online, asynchronous coursework in dental physiology

The COVID‐19 pandemic required a shift to online learning that posed particular challenges for the education of dental students. Basic science courses were presented in an online, asynchronous format to facilitate small group rotations through preclinical work. The success of active learning was previously examined in a Dental Physiology course, and it was desired to reassess those methods in an online environment. It was unclear whether the loss of the collaborative opportunities during the active learning sessions would negatively impact student perceptions or performance. In the asynchronous, online environment, students were unable to easily share their ideas with their classmates or ask questions of the lecturer in real time. The 120 students enrolled in the first‐year Dental Physiology course were provided with pre‐recorded sections of content containing learning activities, and the effectiveness was compared with sections of traditional lecture recordings. On surveys, dental students had more positive perceptions of online recordings that incorporated active learning strategies, with higher perceived effectiveness of the lecturer, ability to pay attention, motivation to study, and confidence with the material. This was similar to the previous study, in which face‐2‐face (F2F) active learning was more positively reviewed than traditional lectures. Compared with these past sections, the online cohort expressed similarly positive perceptions of the active learning sections, but the online traditional lectures were perceived to be less effective than F2F lectures. Despite the differences in student perceptions, unit exam scores were similar for traditional didactic lectures in both online and F2F settings (P=1.000, one‐way ANOVA). In the online setting, active learning exam scores were 8.13% higher than traditional lecture recordings (P&lt;0.001, one‐way ANOVA and Bonferroni post‐hoc test). However, the previous F2F active learning produced significantly higher scores than online active learning on unit exams (P=0.04). While active learning strategies continue to be effective, further research is needed to optimize these methods and engage students in online coursework. The results suggest the importance of active and collaborative learning opportunities in the education of students in physiology coursework.

A Practical Approach to Physics for Non-Scientists

Many high schools, two-year colleges, and universities offer a conceptual physics course for non-science students who have to take a basic science course. The students often enter the course unmotivated and may eventually withdraw. So, how do we make the course interesting enough for these students to gain the knowledge we desire and, more importantly, develop an appreciation for the role of science in society? A possible answer may lie in the approach to the material. Students who can relate to the topics in the course tend to be more motivated and acquire a greater understanding of the material. This is part of the approach to active learning programs such as SENCER and SCALE- UP. Courses in Introductory Physics for the Life Sciences (IPLS) using focused topics have also been offered. This paper suggests ways to structure a course around “real-life” topics in teaching a full set of mechanics concepts. The “practical approach” consists of building the course material around topics with which the students are familiar. Courses designed around practical applications can provide an effective strategy for engagement and learning. These elements are appropriate for both high school and college non-major courses.