Basic Science Education Research Articles

Scientists as political advocates.

Science, both teaching and doing, is under attack. The recent US presidential election of a person and platform with anti-science bias exemplifies this. The study of climate processes and patterns and the role of human activities in these phenomena are at the heart of multiple global crises, and yet the scientific results, and the scientists presenting them, are attacked constantly. The dissemination of knowledge on health involving reproduction and human sexuality is increasingly marked for attack (in Russia, Uganda, and the USA), and researchers in these areas are often the target of extensive political pressure. The massive attack on the science and the scientists behind vaccines, pathogen transmission, and public health during the COVID-19 pandemic and beyond is well documented, as are attacks on basic science education and the practice of science (for example, in Hungary and the USA). Even in the arena of biodiversity conservation, there is growing politicization of the data and political targeting of the scientists producing it. According to the US-based National Association of Biology Teachers (NABT), climate change, reproduction, vaccines, and other evidence-based scientific topics are being deemed "controversial" by school boards and state officials and are being removed from state-approved teaching resources across the country. Core research on health, climate, human biology, and biodiversity is being undermined by private foundations, governments, and anti-science ideologues.

Competences of Basic Science and Technology Teachers in Junior Secondary Schools for Effective Service Delivery in Bassa Area Directorate of Education, Plateau State, Nigeria.

This study investigated the competences of Basic Science and Technology teachers in Junior Secondary Schools for effective service delivery in Bassa Area Directorate of Education, Plateau State. The study adopted a survey design and employed closed ended structured questionnaire, Teacher Competence on Students Academic Achievement in Basic Science and Technology Questionnaire (TCSABSTQ) for data collection from respondents. The population of the study comprised 51 Basic Science and Technology teachers in 39 Junior Secondary Schools in Bassa Local Government Area while a sample of 20 respondents was selected using simple random sampling technique. The instrument was determined using test-retest reliability method with a reliability coefficient r=0.93. Mean scores were used in answering research questions. The study found out that most Basic Science and teachers in secondary schools in Bassa Local Government Area were qualified and competent to teach the subject as they mostly held B.Ed. or NCE in Integrated Science or a Bachelor of Science with a corresponding qualification in education such as Post Graduate Diploma in Education (PGDE). Results showed that Teachers’ competences affected students’ performance as the quality of education students receive depends on the qualification of teachers. The study identified inadequate workshop and training, inconsistency in Integrated Science curriculum, lack of adequate instructional materials and inadequate funding as the challenges faced by teachers in teaching Basic Science and Technology in Junior Secondary Schools in Bassa Local Government Area. The study recommended among others that teachers should be encouraged to also register with professional science bodies such as the Science Teachers Association of Nigeria (STAN,) and new teachers should constantly go through in-service training, workshops and seminars to improve their pedagogical skills and subject matter competence. Accepted: 17/10/2024

Perceived challenges and opportunities for basic scientists transitioning to basic science educators in medical and health professions education

Basic science educators play a significant role in medical and health professions curricula, particularly in the biomedical science components. Although the shift from basic scientists to educators seems promising, no study has yet explored the transition process from the perspective of basic scientists themselves, especially in the early stages of their transition. An anonymous survey with voluntary participation was administered to all basic scientists in National University of Singapore (NUS) Yong Loo Lin School of Medicine. The survey aimed to identify the perceived challenges faced by basic scientists transitioning to basic science educators in medical and health professions education. This study consisted of Likert scale questions, followed by one multiple-choice question and two open-ended questions. Twenty-one basic scientists either postdoctoral fellows or instructors, completed the study. The study found that gaps in clinical content and experience, along with teaching pedagogy and training were among the major concerns for basic scientists aspiring to be basic science educators. These challenges and shortcomings could potentially be addressed by providing them with clinical shadowing opportunities, education mentorship and teaching training. Since most respondents lacked teaching experience, the results might differ if the majority had been involved in teaching within medical and health professions education. Nonetheless, it is important to understand and acknowledge the challenges and concerns experienced by basic scientists and examine how they can navigate them in the process of their transition to teaching medical and health professions. This also provides opportunities for personal reflection and development so that basic science educators will be more prepared for greater challenges and the ever-changing demands of contemporary medical and health professions education.

From classroom to bedside: The role of point‐of‐care ultrasound in undergraduate medical education

AbstractIntroductionPoint‐of‐Care Ultrasound (POCUS) has become an indispensable tool for diagnosis, monitoring, and procedure guidance in various medical specialties. Structured POCUS training is essential to provide users with the knowledge and skills needed for clinical practice. Many medical schools have integrated POCUS into their curriculum to familiarize their students with this technology early on in their medical careers.ObjectiveThis review aims to explore the integration of POCUS into the undergraduate medical education curriculum, discussing its benefits, challenges, barriers, and strategies for effective implementation.DiscussionThe POCUS educational framework uses various methods that combine the delivery of theoretical knowledge with practical skills training. It is highly recommended that medical schools include the fundamentals of ultrasound physics and knobology, structural anatomy, physiology, basic pathology of various organs, and basic instructions on ultrasound needle guidance for procedures in their POCUS curriculum. Importantly, the curriculum should include a comprehensive plan for assessing competency. The integration of POCUS into undergraduate medical education offers several benefits, including facilitating the teaching of basic sciences, enhancing physical examination skills, improving clinical problem‐solving abilities, preparing students for future clinical work, and enhancing the overall educational experience. However, there are challenges associated with this integration, such as a limited availability of qualified instructors, the high financial and logistical investment required, and the complexities of incorporating POCUS into an already compact medical curriculum. With the advancements in ultrasound technology and the integration of artificial intelligence, future research studies are needed to assess how these developments influence the integration of POCUS in undergraduate medical education.

A study of medical students’ experiences at Shiraz University of medical sciences from the implementation of integration in medical education: a qualitative study

BackgroundThe basic science course is the foundation of medical knowledge, and how and in what form the teaching of this course is a vital issue. A successful curriculum should include everything medical students need in their future careers. Basic science education should be such that students clearly understand the relationship between the content and its application in clinical practice. Therefore, the need to change the curriculum of the general medicine course, especially course of the Basic science, in content and layout in an integrated way is felt more than before. This study was designed to explain the experiences of medical students from the Shiraz University of Medical Sciences since the implementation of integration in 2020.MethodsThe present study was qualitative research with a conventional content analysis method. Participants were selected for the interview purposefully. They included 12 Medical students from basic and clinical sciences and 5 faculty members. Data were collected through semi-structured interviews and the content analysis method. Four methods of Goba and Lincoln were used to evaluate the accuracy of the data.ResultsAfter summarizing and analyzing the data, 221 codes were extracted. They were divided into seven subcategories and finally, three main themes including Enjoyable experiences (advantages of the integration system), Upsetting experiences (Disadvantages of the integration system), Resolutions to solving integration problems were extracted. Generally, the findings indicated a positive evaluation of medical students of Shiraz University of Medical Sciences from the integration system, and they stated that the integration causes an interaction between basic and clinical sciences and also increases students’ motivation.ConclusionThe findings indicated a positive evaluation of Shiraz’s medical students of the integrated system. According to the results of this research, it can be said; that the use of integration horizontally and vertically in medical education improves the quality of education compared to traditional methods. The integration of basic and clinical science is important in the sense that can be a powerful tool for learning and acquiring skills, also, it can also help in the promotion of professional development of students and motivate them to study more in interactive manner and be loyal to lifelong learning. study generally showed that combining theoretical and practical courses has advantages and disadvantages, but its advantages are more. Paying attention to the shortcomings, especially in the supply of human resources and professors, and reforming the program with continuous revision are issues that education managers and medical educators of the general medical practice should address.

Contribution of Basic Science Education to the Professional Identity Development of Medical Learners: A Critical Scoping Review.

Professional identity development (PID) has become an important focus of medical education. To date, contributions of basic science education to physician PID have not been broadly explored. This review explores the literature surrounding the contribution of basic science education to the PID of medical learners and interprets findings critically in terms of the landscapes of practice (LoP) framework. In this critical scoping review, the authors searched 12 different databases and professional organization websites from January 1988 to October 2022 for references relating to how, if at all, the basic science component of medical education contributes to the PID of medical learners. The LoP learning theory was chosen as a framework for critically interpreting the identified articles. Of the 6,674 identified references, 257 met the inclusion criteria. After data extraction, content analysis of recorded key findings was used to ensure all findings were incorporated into the synthesis. Findings aligned with and were critically interpreted in relation to the 3 LoP modes of identification: engagement (engaging in the work of a physician), imagination (imagining oneself becoming a "good doctor"), and alignment (aligning with the practices and expectations of a medical community or specialty). Within each mode of identification, it was possible to see how basic science may support, or catalyze, PID and how basic science may serve as a barrier, or an inhibitor, to PID or contribute to the development of negative aspects of identity development. The LoP learning theory suggests that the effect of basic science on physicians' PID is most effective if educators view themselves as guides through interfaces between their scientific disciplines and medicine. Learners need opportunities to be engaged, to imagine how their current learning activities and developing skills will be useful as future physicians, and to feel alignment with medical specialties.

Assessment of Availability of ICT Facilities for Basic Science and Technology Teachers in Nasarawa State

Assessment of Availability of ICT Facilities for Basic Science and Technology Teachers in Nasarawa State

Evaluating the Effectiveness of Home Science Experiences as Mental Scaffold in the Teaching and Learning of Basic Science

The study evaluated the effectiveness of children’s home experiences as mental scaffold in teaching and learning of Basic Science in Primary schools in Akwa Ibom State, Nigeria. The research design was Quasi Experimental. A sample size of 458 primary five pupils from public and private schools was used. The instrument for data collection was the Basic Science Achievement Test (BSAT), which was trial tested and analyzed using Kuder Richardson 20 (Kr20) formula and a reliability co-efficient of 0.78 obtained. Twelve intact classes were used for data collection ; 6 from urban and 6 from rural schools; 6 private and 6 public. One of the classes sampled constituted the experimental group and the other one the control group. Pre-test was then administered to the two groups and after three weeks of treatment, a post-test administered. A retention test was further administered after two weeks. The scores obtained from pre-test, post-test and retention test were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result revealed that children’s home experiences which served as mental scaffold significantly enhanced their ability to retain and recall scientific concepts. The result further revealed that school location had significant effect on the learning achievement of pupils in the study as subjects in rural schools performed significantly better than those in urban areas. Also, pupils in public schools outperformed their counterparts in private schools. It was then recommended among others that educational authorities and organizations should offer professional development through seminars and conferences to support the use of mental scaffold.

Assessing the Potentials of Compurized Adaptive Testing to Enhance Mathematics and Science Student’t Achievement in Secondary Schools

This study focuses on Computerized Adaptive Testing (CAT), designed to provide Mathematics and Basic Science teachers in secondary schools with an innovative method of assessment, that can enhance student’s achievement. A descriptive survey design was adopted for the study. Three research questions and two null hypotheses were formulated to guide the study. Using purposive sampling technique, a sample size of four hundred (400) Junior secondary three (JSS3) students and four private schools with computer laboratories in Akwa Ibom State were selected for the study. Each group had 100 members with mixed Mathematical and Basic Science competencies of high, medium, and low. The instrument for data collection was a Mathematics and Basic Science Computerized Adaptive Test (MABSCAT) developed by the researchers, tested, and modified after trial testing.Descriptive statistics, one-way ANOVA was used to analysed the data. Results indicated that: test lengths, testing times, and Mathematical and Basic Science competencies were significantly different at p=0.05 among four groups of stopping criteria (SEE ≤ 0.20, SEE ≤ 0.30, SEE ≤ 0.40 , and SEEm- SEEm-1 ≤ 0.005); test lengths and testing times were significantly different at p=0.05 among the three groups of Mathematical and Basic Science competencies (low, moderately high, and high); and there were 72.25 %, 16.75%, and 8% of the students having a moderately high, low, and high Mathematics and Basic Science achievement respectively. It was recommended among others that, Government should establish item banks, CAT should be introduced in assessment of learning for the actual abilities of the students to be tested with sufficient accuracy.

The Degree of Basic Stage Science Teachers' Practice of the Habits of Mind in Bani Obaid Directorate of Education from their Perspectives

The Degree of Basic Stage Science Teachers' Practice of the Habits of Mind in Bani Obaid Directorate of Education from their Perspectives

Why Basic Science Education Matters in Radiation Oncology

Why Basic Science Education Matters in Radiation Oncology

Omicron Variant of COVID-19 Pandemic as Correlates of Periods Allocation of Basic Science Curriculum Implementation in Junior Secondary Schools in Nigeria

This study investigated the Omicron Variant of the COVID-19 pandemic as a correlate of Periods Allocation of Basic Science Curriculum in Junior Secondary Schools in Ekiti State. The research procedure involves descriptive research of survey type. Participants were 320 Basic Science students who were randomly selected across four Local Government areas in Ekiti State. Data were collected with the instruments titled Implementation of “Basic Science Curriculum Questionnaire (IBSC) and Teachers Assessment Questionnaire (TAQ).” The reliability of the instruments was determined through Cronbach Alpha, and this yielded a correlation coefficient of 0.74 and 0.78 for IBSCQ and TAQ, respectively at 0.05 level of significance. Descriptive statistics such as frequency count, percentages, means, graphs and standard deviation were used to analyse the data. The results revealed that the Omicron Variant of the COVID-19 Pandemic affects enough periods on the school timetable for the implementation of the Basic Science curriculum.

Preparing tomorrow's doctors for the genomics era: A nationwide survey of UK medical students

IntroductionLow confidence in genomics knowledge among clinicians is a major barrier to the integration of genomics into mainstream medicine. Here, we assessed the genomics confidence of UK medical students approaching graduation. MethodsWe conducted a web-based nationwide survey of UK medical students in the final 2 years of study where participants rated their confidence in genomics concepts. ResultsIn total, 145 medical students across 19 medical schools participated. The amount of genomics teaching students reported receiving was positively associated with genomics confidence, with the amount of basic science teaching having the strongest influence. While confidence was high in core genomics principles, such as the difference between DNA, genes and chromosomes (95%), confidence dropped in clinical applications of genomics – only 50% reported a good understanding of the genetic contribution to disease and 28% reported good knowledge of clinically used genomic tests. Overall, 59% reported a poor understanding of variant interpretation; however, over half who reported receiving ‘lots’ of genomic medicine teaching reported a good understanding of this topic. ConclusionGaps in genomics knowledge and drivers in confidence have been identified herein, highlighting the need for improvements in undergraduate genomics education to prepare future doctors to confidently practise in the genomics era.

MEDICAL HUMANISM. FICTION OR PARADIGM? THE ROLE OF HUMANISM IN THE TRAINING OF PHYSICIANS

There is still considerable resistance to accepting that the medical humanities could play an important role as core and integrated provision in an undergraduate medicine curriculum. Sceptics towards this curriculum innovation are usually strong proponents of “evidence-based medicine”, where what count as evidence is constrained by scientific paradigm. Arts practi­tioners and humanities scholars are not used to working within such a paradigm that appears constrictive and theoretical rationales for including the medical humanities in medical edu­cation are generally flimsy. The voiced skepticism of many basic science teachers towards the humanities may contribute to the “empathy decline” from the population to medical physicians around the world, the so called “inhumanity” of the medical doctors. Considering the value of humanities as important for the training of the new generation of professionals requires thinking medicine with the incorporation of arts and other areas of humanities. Supporters of the medical humanities point out that it is in the arena of patient-centered narrative based medicine, rather than population-centered evidence, that the medical humanities play a sig­nificant role. Rifts and tensions exist in the worlds of biomedical science and clinical practice as these apply to medical education. However,the question of impact of medical humanities interventions in medical education should be addressed and critically evaluated.

A Working Framework to Address Diversity, Equity, and Inclusion in Undergraduate Medical Education.

Health disparities exist among groups that are based on race, ethnicity, gender, socioeconomic status, and geography. Often, interventions directed at addressing these disparities are episodically incorporated into health professions education as opposed to a more uniform integration throughout a curriculum. Thus, a working framework for integrating and assessing diversity, equity, and inclusion (DEI) specifically into foundational science teaching in health professions' education is needed. Current frameworks are theoretically based and often bereft of practical examples that basic science and clinical educators would find useful in educational settings. Here we analyzed examples in pharmacology, therapeutics, and clinical medicine to create a tool aimed at identifying and remediating biases and disparities across the undergraduate medical education (UME) curriculum. We initially focused on pharmacology examples and performed a literature search followed by an in-depth analysis of the literature together with our experiences teaching topics with a DEI component. It became clear that, in addition to pure pharmacology topics, there are many pharmacology- and therapeutics-related topics that also involve race, gender, and sexual orientation. These include clinical guidelines and clinical screening criteria. Further analysis of all of the examples derived from our multi-faceted analysis revealed common themes that we, in turn, compiled into a framework. This framework can be used by foundational science and clinical educators to help both students and faculty understand how to navigate DEI-associated foundational science content.

Facts and Assertiveness in the Direction of Elementary Skills Between Medicinal Apprentices Joined in Medical Eons in Cloistered Therapeutic Institutions

Background: To make basic sciences easy and accessible to enhance their clinical importance. Objective: basic sciences in medical education have a pivotal role in forming foundation of a medical students. However, students have become disinterested because of the inaccessibility of the study system and methods. Through this study, an attempt was made to highlight this problem and find a suitable solution. Material and Methods: Data were collected from 265 students. Data were collected using a questionnaire that was analyzed using SPSS version 20 (IBM, Chicago, IL, USA). Descriptive statistics were used for categorical and quantitative variables. The total scores on each subscale pertaining to basic science subjects, anatomy, physiology, and biochemistry were calculated. Results: Medical students reported mixed responses on the clinical significance of anatomy (moderate) and physiology (low to moderate), while biochemistry was reported to be the most clinically useful. More than 50% of the respondents considered the syllabus of the basic medical sciences to be vast, in contrast to their limited clinical usefulness. Traditional teaching of basic medical sciences as individual disciplines, unrelated to each other and other clinical subjects (7), made them very difficult to recall and applicable in clinical years of the students, included in our survey Conclusion: The majority of the respondents in our study were of the view that the knowledge of basic medical sciences is very important in order to become a good clinician, but the majority also thought that only working knowledge of these subjects is required in clinical years. Therefore, there is no need for deeper understanding of structures and functions.

Statistical Testing on Basic Science Practical on Students’ Performance in Ilorin-East LGA, Kwara State

It is urgent to address a systematic and objective approach to evaluating students’ practical skills. Exceptionally, current subjective assessment methods for students’ practical performance are to be provided with a more objective evaluation. Hence the study investigated the statistical testing on Basic Science practical on students’ academic performance in students in Ilorin East, Kwara State, Nigeria. The study was a descriptive research survey type. 120 students were sampled in secondary schools in Ilorin East LGA using a purposive sampling technique. The researchers designed a questionnaire was used to accumulate information from respondents. Data collected were analyzed using percentage, mean, frequency count, independent t-test, and ANOVA at 0.05 alpha significance level. The findings revealed that Basic Science practical has a great influence on school students' academic performance and also on the level of understanding and retention capabilities of students but there was no significant influence on students’ academic performance based on gender as well as class size. Also, student’s academic performance in Basic Science was not significantly influenced by gender or class size partially. It is recommended that all Basic Science teachers should engage students more in practical activities than the theory aspect to facilitate better understanding among the students.

Assessing Pre-Service Teachers‘ Competencies in Teaching Basic School Science Curriculum: A Case Study

The purpose of the study was to assess pre-service teachers’ competencies in teaching basic school science curricula, and the challenges they encountered in teaching basic school science. A case study approach was used as the research design, which is qualitative in nature. Forty (40) research pre-service teachers were selected for the study to gain a deeper understanding of the phenomenon under investigation. The researchers used interviews and observation schedules. An observation checklist was also used during the macro-teaching to collect data by ticking appropriately between 1 and 5 on a Likert ranking scale list of the competencies pre-service teachers exhibited in the teaching process. The semi-structured interview schedule called the preservice teachers’ interview schedule (PTIS) consisted of open-ended interview questions. The interview was audiotaped, coded, and edited to find similar themes that emerged. The interview for each research participant lasted for 15–20 minutes. Thematic analysis was used to examine the data from the interviews and classroom observations. The study findings revealed that preservice teachers demonstrated knowledge and understanding of lesson planning and delivery. Most of the schools visited for the study showed a paucity of curriculum materials for science teaching. It is therefore recommended that the government of Ghana provide adequate curriculum materials for basic school science teaching. Pre-service teachers should produce no-cost and low-cost improvised teaching and learning materials as project work. This will reduce the challenge of teaching and learning materials in basic schools.

Assessing the Effectiveness of Professional Development Programmes Focused on Environmental Education for Basic Science and Technology Teachers in Central Senatorial Zone, Plateau State, Nigeria.

This study investigates the effectiveness of professional development programs focused on environmental education for Basic Science and Technology (BST) teachers in the Central Senatorial Zone of Plateau State, Nigeria. The research employs a descriptive survey design, with a sample size comprising 200 BST teachers and 400 students from selected secondary schools. Data were collected through questionnaires and analyzed using both descriptive and inferential statistics, including Pearson’s correlation and Chi-square tests. The findings reveal significant improvements in teachers’ knowledge and teaching practices related to environmental education post-training, alongside a notable increase in students’ environmental stewardship behaviors. The results underscore the critical role of professional development in enhancing educators’ competencies and fostering a proactive environmental mindset among students. Recommendations for future training initiatives, curriculum integration, and collaborative efforts with environmental organizations are provided. This study contributes valuable insights into the intersection of teacher training and environmental education, emphasizing the importance of equipping educators with the necessary skills to promote sustainable practices in the classroom

Perceptions of co-teaching as a pedagogical approach to integrate basic and clinical sciences.

Medical curricula must provide students with basic and clinical competencies for critical reasoning and diagnosing. These competencies are better acquired when basic and clinical science are taught in an integrated and collaborative manner. In this study, we investigate whether supportive co-teaching (SCT) is an effective approach to promote integrated and reasoned learning as well as to help medical students applying theoretical concepts to clinical scenarios taught in a team-based learning (TBL) framework. We conducted a concurrent mixed methods study. For the qualitative part, we performed a focus group and semi-structured interviews to clinical and basic science teachers and medical students. Using conventional content analysis, themes were identified deductively. For the quantitative part, an analytical and descriptive observational study of the 2019-2020 cohort of first-year undergraduate medical students was conducted (107 students out of 220 completed the survey). For the descriptive study, questions were grouped into 5 categories. Deductive themes from the analysis include relationship between clinical and basic science teachers, knowledge integration, methodology, teamwork and integrated Medicine and curricular design. Basic science and clinical teachers highlighted their relationship as critical to increase their mutual knowledge. This was supported by the student's opinion who very much valued their joint feedback. Regarding knowledge integration, both teachers and students found that horizontal and vertical integration enhanced applicability of basic knowledge to future clinical practice. The TBL methodology was very well perceived by both students and teachers and was highly motivating for students even though the need for commitment. Students considered that this program presented a great opportunity and expressed their interest in maintaining it in the future. These results were supported by the quantitative data. Our work supports the value of co-teaching in basic and clinical sciences within a TBL framework set in real clinical case scenarios. By employing this approach, students can actively apply their theoretical knowledge to clinical practice, enhancing their critical thinking, problem-solving, and clinical reasoning skills. Our findings can inform curriculum design and improved educational practice, leading to enhanced learning experiences for healthcare students and ultimately better patient care.