Basic Science Education Research Articles

Early Clinical Experience: A Way for Preparing Students for Clinical Setting

Background: Various methods are used to improve the quality and usefulness of basic sciences taught to medical students before beginning of the clinical course and practice in higher grades. One method which is evaluated in the present study is early clinical experience. Methods and Materials: In this descriptive study, all medical freshmen were participated in a half day workshop for familiarity with hospital clinical environment. The attitude of the students towards early clinical exposure, profession, and medical education was investigated using a 30- item questionnaire before and after this workshop. Results: Totally, 207 students participated in the present study. Overall, scoring of the program was good to excellent on a five-point Likert scale (93.75%). Most students (89.6%, score =4.25) believed that the program’s content and management was appropriate for them. Conclusions: It was concluded that early clinical experience parallel with theoretical courses can provide a framework for the beneficial and successful integration of the teaching and learning of basic sciences for medical students.[GMJ. 2012;1(2):42-47]

Using a boundary crossing lens to understand basic science educator and clinical educator collaboration in instructional design

Purpose Collaborations between basic science educators (BE) and clinical educators (CE) in medical education are common and necessary to create integrated learning materials. However, few studies describe experiences of or processes used by educators engaged in interdisciplinary teamwork. We use the lens of boundary crossing to explore processes described by BE and CE that support the co-creation of integrated learning materials, and the impact that this work has on them. Materials and methods We conducted qualitative content analysis on program evaluation data from 27 BE and CE who worked on 12 teams as part of a multi-institutional instructional design project. Results BE and CE productively engaged in collaboration using boundary crossing mechanisms. These included respecting diverse perspectives and expertise and finding efficient processes for completing shared work that allow BE and CE to build on each other’s contributions. BE and CE developed confidence in connecting clinical concepts with causal explanations, and willingness to engage in and support such collaborations at their own institutions. Conclusions BE and CE report the use of boundary crossing mechanisms that support collaboration in instructional design. Such practices could be harnessed in future collaborations between BE and CE.

Relationship Analysis and the Enhancement of Student Social Intelligence in Problem-Based Social Science Learning

This study seeks to investigate and analyze the relationship between the implementation of Problem-Based Learning (PBL) in Basic Social Sciences education at PGRI University Yogyakarta and the improvement of students' social intelligence. The study employs a qualitative approach with a case study design, in which the researcher conducts interviews and observations with six students and One Lecturer participating in PBL-based Basic Social Sciences education. These individuals are from various regions, and each has unique characteristics. According to the researcher's criteria, the informants are selected as essential informants. The subjects of this study are second-semester student in PGRI University Yogyakarta's Elementary School Teacher Education program. The investigation is conducted over a span of two months, beginning on March 27, 2023 and ending on May 11, 2023. Documentation, in-depth interviews, and participant observation are data collection methods. The findings suggest that the relationship between social intelligence and the implementation of Problem-Based Learning (PBL) in Basic Social Sciences education enables students to develop social skills such as cooperation, effective communication, empathy, and situational understanding, which are essential components of social intelligence. Keywords: Social Intelligence, Problem-Based Learning (PBL), Social Science

Mpact of SDGs Retraining Workshops on Pedagogical Competencies of Primary School Teachers

The qualities of a teacher are the essential factors that influence learners’ academic performance. Most of these qualities are acquired through retraining programmes. As a result of this, many in-service training programme have been on-going. This study was undertaken to ascertain the impact of SDGs retraining workshop on pedagogical competencies of primary school teachers. It is a descriptive survey design guided by four research questions. The population of the study consisted of 3,115 primary school teachers who participated in SDGs retraining workshops. Multistage sampling technique was used to select 360 teachers. The researchers developed a structured questionnaire titled primary school teachers’ pedagogical competence questionnaire (PSTPCQ, r=0.86). Mean and standard deviation were used to answer the research questions. The results of the data analysis revealed that the SDGs retraining workshops impacted basic science and technology teachers’ pedagogical competencies positively in areas of teaching methods, construction of instructional materials and assessment of learning outcomes but negatively on the out-of-class science teaching strategy. It was recommended among others that all primary school teachers should be given opportunity to attend the SDGs retraining workshop and that adequate fund should be made available for regular and consistent retraining programmes to ensure greater and effective instructional delivery of BST lessons.

The Concept of Health Systems Science and Educational Needs in the Korean Context

Physicians should be able to address health-related issues of patients and populations from a multidimensional perspective. Therefore, medical schools have a social responsibility to develop and implement curricula that enable trainees to acquire the competencies needed to improve all aspects of patient care and healthcare delivery. This study explored the concept of health systems science concept as the third pillar of medical education (the other two are basic science and clinical medicine) in the Korean context, as well as related educational needs. The theoretical foundation of health systems science is the biopsychosocial conceptual model, which emphasizes the biological, psychological, and social factors surrounding patients. We concluded that the three domains (core functional, foundational, linking) and 12 subcategories of health systems science proposed by the Association of American Medical Colleges could be applied to Korean medical education. Health systems science education must be emphasized to solve the various healthcare problems facing Korea today and to train physicians to provide medical services in line with society’s needs. Introducing a health systems science curriculum will be challenging in the Korean medical environment, which has traditionally emphasized basic science and clinical medical education. Health systems science education should begin in the basic medical education phase, where physicians’ professional identity is formed, and continue through graduate medical education. It is essential to understand related educational needs, develop curricular content, conduct faculty development programs, and provide financial resources for the development of an integrated curriculum.

A one-health approach to using sheep in research, with a focus on neuroscience studies

Sheep have been an important animal for both academic and basic sciences education, with a positive impact on the public health sector and, subsequently, One Health. This review presents the impact of sheep on research with a specific focus on neuroscience studies. Disorders, as well as neuroendocrine and environmental factors affecting the brain, the spinal cord, and the peripheral nervous system, are selected, and relevant research and sheep models mimicking human diseases are described. The review discusses various sheep models, encompassing prion, Parkinson’s, Alzheimer’s, Huntington’s disease, and neuronal ceroid lipofuscinoses (Batten Disease), along with ischemic stroke. Sheep play a pivotal role in elucidating the pathogenesis and/or treatment for the aforementioned diseases. Furthermore, this research is underpinned by solid neuroanatomy knowledge. Consequently, we outline the main reasons why sheep are such robust research models. In conclusion, we demonstrate the important role that sheep models fulfill in advancing the mission of the One Health Initiative.

An Exploratory Study of the Impact of COVID-19 Pandemic Disruptions on Veterinary Medical Education

The COVID-19 outbreak forced educators worldwide to transition to remote teaching, which caught most of the instructors and students off-guard. Instructors had to quickly adapt and find effective substitute teaching methods during this unprecedented period, while students had to maintain motivation and engagement in the learning process. As with all educational levels and disciplines, teaching and assessment in veterinary medicine were forced to change during this adjustment period. The biggest concern regarding educational experiences was potential learning loss caused by the disruption. This study examined whether COVID-19 pandemic disruptions negatively impacted veterinary students’ knowledge and skill acquisition in both basic science education, and clinical science education employing a quasi-experimental approach. Data sources included the results from standardized exams including Veterinary Educational Assessment (VEA®), the North American Veterinary Licensing Examination (NAVLE®), Objective Structured Clinical Examinations (OSCEs), and surveys (i.e., Senior Exit Survey, Alumni Survey, and the Employer Survey). Analysis of variance was computed to compare pre-COVID results with those attained during and after pandemic restrictions. The results indicated no statistically significant difference in student performance on standardized exams, but a significant drop in the mean scores for OSCEs. Students whose education was disrupted by COVID-19 pandemic restrictions were as much satisfied with the education they received as their peers whose education was not disrupted. Conclusions are discussed and recommendations for further research are provided.

Acquisition of Information and Communication Technology Skills among Basic Science Teachers in Kogi Central District of Kogi State

The need for acquisition of skills in information and communications technology among science teachers cannot be over-emphasized. Any science teacher who does not have sufficient skills in ICT may therefore not be able to cope with the 21st century demands of the teaching profession as the use of these technologies take central stage in everyday planning and delivery of teaching and learning in science classes. This study assessed the extent of acquisition of ICT skills among Basic science teachers in Kogi Central District of Kogi State, Nigeria. It adopted a descriptive survey research design. Three hundred and fifty teachers drawn through multi-stage sampling technique were used for the study. Information and communication technology skills acquisition questionnaire (ICTSAQ) was used to collect relevant data for this study. Five research questions were posed and four hypotheses were tested in the study. The research questions were answered using mean and standard deviation while the hypotheses were tested using t-test at .05 level of significance. The findings of this study revealed among others that the basic science teachers do not have sufficient skills in applying arithmetic operations in Microsoft excel. They do not also have sufficient skills in creating and editing power point slides as well as inserting pictures or objects in slides. It further revealed that teaching experience has no statistically significant influence on the acquisition of ICT skills among the teachers. The educational implications of the findings were discussed and adequate recommendations were also made

Exploring the pre-service basic science teachers’ misconceptions using the six-tier diagnostic test

This study explored the pre-service basic science teachers’ misconceptions using a six-tier diagnostic (STD) test. This study used a cross-sectional survey research model with respondents, namely pre-service basic science teachers (PBSTs) who are first-year students. The six-tier diagnostic test consisted of three questions about change in matter (CIM), classification of matter (COM), and separation of mixtures (SOM). Each test package consists of six questions ranging from questions at the macroscopic level, microscopic communication, level of confidence, symbolic visualization to represent microscopic conditions, and self-confidence in representing concepts. The combination of answers and decisions in six-tier diagnostic includes scientific conception (SC), almost scientific conception (ASC), lack of confidence (LC), lack of knowledge (LK), misconception (MSC), have no conception (HNC). The study showed that the conceptual mastery condition is dominated by the misconceptions (MSC) category. The condition for pre-service basic science teachers’ mastery concepts having the most scientific conception category is related to changes in matter (CIM), while the condition that shows the least scientific conception category is related to material classification (COM). The results can map the conditions of mastery of the pre-service basic science teachers’ concept so that strategies can be designed to correct the emerging misconceptions.

Teaching and Investigating on Modelling through Analogy in Primary School

Physics deals with complex systems by reducing them to relationships between a limited number of relevant quantities and general principles. Since we live in a reality characterised by an increasing complexity in all fields, an indispensable challenge arises for education to turn basic science instruction into a key stage of education per se. Is it possible to introduce some aspects of the physics approach as early as the first school years? Which ones, how, and with what results? Here, results of the initial phase of a three-year project on complexity are presented. This educational innovation path has been developed for elementary and middle schools and is designed as a gentle introduction to complex and systemic thinking. It aims to foster in children reasoning by analogies and the development of simple but effective and versatile basic concepts. The project exploits the use of the small set of primary metaphors already available in children’s cognitive toolkit to apply them to describing the characteristics of various circuits, from marbles to water and air to electricity. Pupils’ feedback was analysed through a single case study with a qualitative and quantitative methodology. Results were encouragingly positive and showed a wide range of abilities to capture and develop analogies on the topic of the circuit.

ChatGPT Knowledge Evaluation in Basic and Clinical Medical Sciences: Multiple Choice Question Examination-Based Performance.

The Chatbot Generative Pre-Trained Transformer (ChatGPT) has garnered great attention from the public, academicians and science communities. It responds with appropriate and articulate answers and explanations across various disciplines. For the use of ChatGPT in education, research and healthcare, different perspectives exist with some level of ambiguity around its acceptability and ideal uses. However, the literature is acutely lacking in establishing a link to assess the intellectual levels of ChatGPT in the medical sciences. Therefore, the present study aimed to investigate the knowledge level of ChatGPT in medical education both in basic and clinical medical sciences, multiple-choice question (MCQs) examination-based performance and its impact on the medical examination system. In this study, initially, a subject-wise question bank was established with a pool of multiple-choice questions (MCQs) from various medical textbooks and university examination pools. The research team members carefully reviewed the MCQ contents and ensured that the MCQs were relevant to the subject's contents. Each question was scenario-based with four sub-stems and had a single correct answer. In this study, 100 MCQs in various disciplines, including basic medical sciences (50 MCQs) and clinical medical sciences (50 MCQs), were randomly selected from the MCQ bank. The MCQs were manually entered one by one, and a fresh ChatGPT session was started for each entry to avoid memory retention bias. The task was given to ChatGPT to assess the response and knowledge level of ChatGPT. The first response obtained was taken as the final response. Based on a pre-determined answer key, scoring was made on a scale of 0 to 1, with zero representing incorrect and one representing the correct answer. The results revealed that out of 100 MCQs in various disciplines of basic and clinical medical sciences, ChatGPT attempted all the MCQs and obtained 37/50 (74%) marks in basic medical sciences and 35/50 (70%) marks in clinical medical sciences, with an overall score of 72/100 (72%) in both basic and clinical medical sciences. It is concluded that ChatGPT obtained a satisfactory score in both basic and clinical medical sciences subjects and demonstrated a degree of understanding and explanation. This study's findings suggest that ChatGPT may be able to assist medical students and faculty in medical education settings since it has potential as an innovation in the framework of medical sciences and education.

Training Demands for Basic Stage Science Teachers in the Field of Scientific Laboratory in the Hebron Governorate

The current study aimed at identifying the training needs for science teachers, high basic stage in the field of scientific labs at schools in Hebron Governorate. The study also aimed at specifying the role of some chosen changes for these needs. To achieve the objectives of the study, the researcher designed a questionnaire to introduce the needs, and divided them into five domains. These fields were made up of 44 items. The results of the study showed that the training needs for teachers at the instrument were high, and as for the five domains, they were as follows according to their importance. Training needs for safety conditions were in the first place, training needs for carrying out activities in the lab was in the second place, the needs of methods and techniques inside the lab were in the third place, the training needs for planning the lesson were in the fourth place, the need for evaluating students inside the lab were in the last place. But the results of the study have demonstrated no statistically differences at the level of significance (α ≤0.05) in teachers' estimates on the training needs which are hence attributed to the variables (directorate, specialization, academic qualification, years of experience and Number of courses in the laboratory field). The study also recommended, based on the results, the importance of training teachers according to their needs by making specialized training courses in the lab field, doing committees at the level of directorates to follow up the training needs continuously in order to improve the needed skills.

Design, Implementation, and Evaluation of an Educational Application in the Quality of Students’ Learning in the Cardiac Surgery Technology Course

Background: There are various methods for teaching content, which is the most common lecture method with the most minor retention in teaching. Innovation in basic science teaching methods is needed to keep up with the ever-changing landscape of technology. The purpose of this study was to design, implement, and evaluate an educational application (gamification) on students’ learning in the course of cardiac surgery technology. Methods: This study is applied research in this project in which we intended to make the concepts of cardiac surgery technology understandable, enjoyable, and easy for students using an educational application (gamification) method. In this study, an educational application was created and provided to the students. Finally, three areas of student perception of learning, their scientific ability, and their educational atmosphere were evaluated via the Dundee Ready Educational Environment Measure (DREEM) questionnaire. Results: According to the demographic findings, out of 110 samples, 65 (59%) were female students, and the mean age of the participating students was 21.23±2. The application was compatible with the Android operating system. It consisted of three parts investigating anatomy, surgical procedure, and cardiac surgical instruments and other parts investigating search, game guide, and participants’ points. Students’ learning and learning environment were evaluated as high (good picture of learning). Regarding the learning dimension and educational atmosphere, the highest score was related to the learning dimension (45.1). Moreover, there was no statistically significant difference between the mean perception scores of male and female students. Conclusion: With the advancement of technology and industrialization of different societies, the use of new learning methods will be highly effective in educating students. According to the results of this study, students’ satisfaction with this educational application in cardiac surgery technology course indicated that this application upgrades and improves the learning of new teaching methods and motivates students to participate in the classroom. In other words, applying educational content can be fruitful.

Emerging Trends And Challenges In Science Education

Science education has been recording dismal academic achievement, skills and attitudinal outcomes in Nigeria. The students, right from the basic education to the tertiary level lack 21st century skills of critical thinking, creativity, collaboration, communication, citizenship, self-regulation, time management, knowledge construction, problem solving, digital literacy skills and many other positive skills expedients for proper employability and entrepreneurship. The conventional, didactic, non-heuristic instructional strategy adopted in teaching science education in the country is already dated at the face of Covid-19 and post-Covid-19 pandemic. The National Science Teaching Association (NSTA, 2012, 2020) of America recommended the Next Generation Science Standard (NGSS) as the trending path to science education productivity through technology integration and reflective thinking. Cybernetics, constructivism and behaviorism theories buttressed the integrating of technology and reflective thinking in science education. Empirical findings equally justify teaching science technologically and with reflective thinking. There are challenges to technological integration in science education, the FUD factors (Fear, Uncertainties and Doubts) about the use of technology in science education, Inadequate ICTs policies and programmes, insufficient technological infrastructures, low ICTs skills and knowledge, poor attitudes to change (status quo sustenance), poor finance, poor management cum maintenance culture, and many other impinging challenges to effective technological integration in basic science education. Public-Private Partnerships (PPPs) in ICTs infrastructural development in schools, adequate funding, training and re-training of science education teachers will allay major constraints to effective utilization of technology in basic science education for enhanced productivity.

Science Teachers' Technological Pedagogical and Content Knowledge (TPACK) and Implementation Capacity for Distance Learning Modalities

The primary aim of this study is to determine the teachers' Technological Pedagogical and Content Knowledge (TPACK) and their implementation capacity for distance learning. Specifically, this paper intends to design a capability-building enhancement program for basic education science teachers to implement distance learning. The study used a descriptive-correlational research design involving 35 elementary and high school science teachers from the Southwest District of Bayugan City Division. It employed frequency, percentages, a weighted mean, and Pearson's r for the data analysis. The data revealed that most science teachers had received less training in science and ICT. Compared to other TPACK domains, the participants had the lowest technological knowledge (TK) level regarding digital technologies. There is a highly significant relationship between content knowledge (CK) and the number of relevant training sessions attended in science. Moreover, the data show a highly significant positive relationship between teachers' TPACK and implementation capacity for distance learning (R=0.476, p<0.01). With the preceding information, the researcher proposed a capacity enhancement program based on the teachers' TPACK level and their ability to put it into practice in distance learning. It intends to soothe primary education teachers' level of TPACK and foster the amplification of skills that suit their diverse professional profiles.

Editorial introductions.

Editorial introductions.

The effects of developmental model of peer observation on the virtual teaching quality of basic medical sciences faculty

BackgroundAfter the Corona pandemic, medical education has shifted to virtual education, but there has been limited time and possibilities for empowering faculty for this purpose. Therefore, it seems necessary to evaluate the quality of the provided training and provide feedback to the faculty in order to improve the quality of training. The purpose of this study was to investigate the effect of teacher formative evaluation by peer observation method on the quality of virtual teaching of basic medical sciences faculty.MethodsIn this study, seven trained faculty members observed and based on a checklist evaluated the quality of 2 virtual sessions taught by each faculty of basic medical sciences, and provided them feedback; after at least 2 weeks, their Virtual teachings were again observed and evaluated. The results before and after providing feedback were compared through SPSS software.ResultsAfter intervention, significant improvements were observed in the average scores of “overall virtual performance”, “virtual classroom management” and “content quality”. Specifically, there was a significant increase in the average score of “overall virtual performance” and “virtual class management” among female faculty, and the average score of “overall virtual performance” among permanently employed faculty members with more than 5 years of teaching experience, before and after intervention (p < 0.05).ConclusionVirtual and online education can be a suitable platform for the implementation of formative and developmental model of peer observation of faculty; and should be considered as an opportunity to empower and improve the quality of the faculty’ performance in virtual education.

DRIVE: Diversity, Representation, and Inclusion for Value in Education – interprofessional faculty development for a bias-free curriculum at UMass Chan Medical School

Abstract Objective: The DRIVE Initiative engages interprofessional faculty and learners at UMass Chan Medical School to build tools and support for educators to identify and mitigate bias in their educational materials and teaching. Methods: Key DRIVE resources include a core skills workshop, taught by representatives from the Graduate, Nursing and Medical schools. To encourage active application of these skills, there is a printable curriculum appraisal tool and an independent learning module. The DRIVE team also offers individual consultation for faculty as well as discussion across our academic community through weekly DRIVE-in cafés. Results: In 2021, 16 core skills workshops were held with 84 faculty attending. Monday DRIVE-in cafés were started; the associated interactive library guide which links to curated resources and the anonymous reporting tool was accessed 922 times. Discussion: While the workshop is required for core faculty in the School of Medicine and highly encouraged for all others, we have noted gaps in uptake particularly in basic sciences (Graduate School) and are increasing efforts in that area. Challenges have included demonstrating relevance to faculty across disciplines e.g., loose connection to basic science teaching. To increase adoption, materials and programs have been continuously updated and improved based on feedback, and workshops tailored to specific audiences. Recruiting compensated faculty from multiple schools has been vital to our success. Conclusion: Biased curricula harm our learning environments and those who teach and learn within them, and lead to the perpetuation of disparities: the interprofessional approach of DRIVE has demonstrated success in mitigating this.

A Project Monitoring Study on the Improvement of Elementary Science Teacher's Science Teaching Efficacy through a Flexible Online Training Course

The curricular revamp in the Philippine's Basic Education aimed to improve the learning outcomes of Filipino Students. In science education, this revision in the curriculum posed a mismatch in the past teacher preparation and current basic education science education curriculum. As a response, a flexible training program was conducted to address this curriculum gap. This study investigated the improvement of science teaching efficacy utilizing rapid project monitoring through a pre-experimental research design. Standardized adopted questionnaires were utilized before and after the training program. At the end of the training program, teachers were found to have improved in all aspects of science teaching efficacy except in the personal science teaching efficacy, which indicates success in achieving the training objectives. In addition, all targeted concepts for science teaching efficacy were improved after the training. The results of this present work support the notion that professional development programs are potential ways to address curricular gaps in teacher and curriculum mismatch. It is recommended that further studies be conducted to examine science teachers' experiences during the training program to understand how it contributes to the development of their science teaching efficacy.&#x0D;

HYPOTHESES TESTING OF VARIABLES OF BASIC SCIENCE TEACHERS’ ON PERFORMACE OF STUDENTS’ IN UPPER BASIC SCHOOLS IN KWARA STATE, NIGERIA

The study was carried out on hypotheses testing of variables of basic science teachers’ on academic performance students’ in Upper Basic Schools Kwara State, Nigeria. This target population for the study was all Basic Science Teachers in Kwara State, Nigeria, four hundred and sixty-nine (469) Public Upper Basic Schools. The researcher designed teachers' questionnaire and was administered to one hundred and thirty five (135) Basic science teachers that were selected from forty-five Upper Basic Schools in Kwara State. Researcher-designed validated questionnaire was used to extract data from the respondents on the teachers 'influence on the performance of students in Upper Basic Schools. Three research questions were raised with two hypotheses which were tested. Percentage, t-test statistics and ANOVA were used to analyze the facts collected. The finding showed that influence of Basic science teachers on the performance of students in Upper Basic Schools in Kwara State, Nigeria was significantly. It was also significant based on year of teaching experience and academic qualification of Basic science teachers. According to the findings, it is suggested that; the educational authorities and the school system should encourage the use of available resources by providing for them, the necessary materials that will influence Basic Science performance and enhance students learning. State government and proprietors of private secondary schools should organize seminars and workshops for science teachers on regular basis especially for the public schools’ science teachers. Professionally qualified Basic Science teachers should be allowed to teach Basic Science