Introductory Microbiology Course Research Articles

An active learning card game to teach microbial pathogenesis to undergraduate biology majors.

Interactive classroom activities are an effective way to reinforce knowledge and promote student engagement. In this paper, we introduce the Pathogenesis Card Game (PCG), an innovative card game that engages students in a battle between microbial pathogens and the host immune system. Each student is given a set of cards that consist of either common host defenses or common pathogen evasion strategies. In pairs, students play a host defense card versus a pathogenesis card. Host defense cards include neutralize (antibody production), eat (phagocytosis), and destroy (degranulation). Pathogenesis cards present evasive strategies including mimic (molecular mimicry), escape (hemolysin production), hide (polysaccharide capsule), block (antioxidant defense), cut (protease secretion), and disguise (antigenic variation). Students develop a mastery of microbial pathogenesis through active gameplay by deliberating the outcome of each unique host-pathogen interaction. Furthermore, they learn the role of cells in the immune system and how pathogens can evade these immune defenses. PCG was piloted in a 300-level introductory microbiology course for 22 undergraduate students, comprising primarily biology and nursing majors. Both quantitative and qualitative student evaluations of the activity strongly suggest that PCG is an engaging, effective, and useful way to teach microbial pathogenesis. This activity provides a 60-minute lesson plan and corresponding materials that can be used to facilitate the introduction of pathogenesis to a typical undergraduate microbiology course. PCG offers instructors a framework to teach microbial pathogenesis and gives students the opportunity to construct their own knowledge about pathogen immune evasion in an engaging and interactive way.

Helping students see bacteria in 3D: cellular models increase student learning about cell size and diffusion.

In the microbial world, cell size and shape impact physiology, but students struggle to visualize spatial relationships between cells and macromolecules. In prokaryotic cells, cell size is limited by reliance on diffusion for nutrient uptake and the transport of nutrients within the cell. Cells must also meet a minimum size threshold to accommodate essential cellular components such as ribosomes and DNA. Using 3D printing allows for the creation of custom models that can be influential teaching tools in the biology classroom. This lesson uses 3D cell models to teach students enrolled in an introductory microbiology course about bacterial cell size and the biological importance of surface-area-to-volume ratio. During the lesson, students interact with 3D cell models and discuss a series of questions in small groups. Student learning was assessed using quantitative and qualitative student response data collected pre- and post-lesson. Student achievement of learning objectives, and their confidence in their knowledge of these concepts, improved post-lesson, and these gains were statistically significant. Our findings suggest that interacting with 3D-printed cell models improves student understanding about bacterial cell size and diffusion.

Using an Innovative Intervention to Promote Active Learning in an Introductory Microbiology Course

We found that actively engaging students in our introductory microbiology course was a challenge given our large class sizes and many non-majors taking the course as a program requirement. Therefore, we introduced a novel active learning strategy to our course. Students grouped into teams of three had to create PowerPoint virtual posters on one of three themes: (a) a report on a microbe or immunology story in the news, b) interview a research scientist, or c) research a microbiological topic of their choice. To assess the intervention’s effectiveness, a pre- and post-course assessment was done. Pre-posttest analysis revealed a significant drop in surface learning and rise in deep learning. Also, there was a drop in the extrinsic (grade-dependent) goal orientation and affective (test anxiety) components. We found a decline in task value, self-efficacy for learning and performance, organization, critical thinking, time and study environment, and help seeking in students’ post-test scores. Qualitative findings also indicated the importance of group activity, gaining extra knowledge outside the curriculum, and long-term course content retention. In conclusion, we propose that the creation of digital posters in teams is an effective strategy to increase student engagement in large classes.

A Reading-Writing Assignment Based on Popular Literature To Enhance Learning about Microbiology

In order to stimulate engagement in microbiology, a reading-writing assignment based on a narrative popular science book was created for a one-semester introductory microbiology course. In order to encourage critical thinking, students were required to formulate a question related to the book to research and report on. Active learning was supported by guidance and feedback at each stage of the assignment. The assignment components were graded according to a rubric based on the learning outcomes: reading comprehension, question formulation, literature research, synthesis, and written communication. Median scores for the assignment components indicated that students successfully demonstrated the learning outcomes. A question was included on the final examination, asking students to summarize their most important learning from the assignment. Qualitative analysis of the exam answers revealed a wide variety of lessons learned about the practical applications of microbiology. On average, students scored better on the assignment and the assignment-related exam question than on the final exam. There was no significant correlation between a student’s performance on the final exam and their performance on either of the assignment-related assessments, suggesting that the assignment benefited students regardless of their exam-taking capability. According to surveys administered at the end of the introductory microbiology course and again when students were enrolled in a senior microbiology course, a strong majority of students found the reading-writing assignment to be engaging and informative. This assignment may be modified in various ways in order to suit the needs of other courses.

Book Review: Microbe, Second Edition

Book Review: Microbe, Second Edition

Analysis of disinfectant wipe effectiveness – an introductory microbiology lab?

Determining the effectiveness of chemical germicides is a common laboratory exercise used in introductory microbiology course and examines the ability of disinfectants to kill 100% of a test organism. To make this more challenging for students we wanted a more quantitative approach and to make it more interesting we wanted to use commonly available disinfectant wipes. The goal was to develop and test a simple, inexpensive procedure that could be used in an introductory microbiology lab to quantitate the effectiveness of antibacterial wipes. Overnight cultures of S. epidermidis were spotted on glass slides and allowed to dry. Disinfectant wipes were placed over a small rubber stopper and used to “wipe” the slide by rotating 90 degrees with moderate pressure. After wiping the slide 100 µl of sterile water was applied to the slide, and immediately 50 µl was removed and serially diluted to determine the number of bacteria recovered from the slide. Multiple serial dilutions were tried to find a replicable procedure suitable for lab curriculum. Overall, the methods used showed results with rather inconclusive data and the techniques used to date would not be suitable for an introductory microbiology laboratory.

Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance.

Misconceptions, also known as alternate conceptions, about key concepts often hinder the ability of students to learn new knowledge. Concept inventories (CIs) are designed to assess students’ understanding of key concepts, especially those prone to misconceptions. Two-tiered CIs include prompts that ask students to explain the logic behind their answer choice. Such two-tiered CIs afford an opportunity for faculty to explore the student thinking behind the common misconceptions represented by their choice of a distractor. In this study, we specifically sought to probe the misconceptions that students hold prior to beginning an introductory microbiology course (i.e., preconceptions). Faculty-learning communities at two research-intensive universities used the validated Host-Pathogen Interaction Concept Inventory (HPI-CI) to reveal student preconceptions. Our method of deep analysis involved communal review and discussion of students’ explanations for their CI answer choice. This approach provided insight valuable for curriculum development. Here the process is illustrated using one question from the HPI-CI related to the important topic of antibiotic resistance. The frequencies with which students chose particular multiple-choice responses for this question were highly correlated between institutions, implying common underlying misconceptions. Examination of student explanations using our analysis approach, coupled with group discussions within and between institutions, revealed patterns in student thinking to the participating faculty. Similar application of a two-tiered concept inventory by general microbiology instructors, either individually or in groups, at other institutions will allow them to better understand student thinking related to key concepts in their curriculum.

The Use of Stuffed Microbes in an Undergraduate Microbiology Course Increases Engagement and Student Learning.

Student engagement, attention, and attendance during a microbiology lecture are crucial for student learning. In addition, it is challenging to cover a large number of infectious diseases during a one-semester introductory microbiology course. The use of visual aids helps students retain the information presented during a lecture. Here, I discuss the use of stuffed, plush microbes as visual aids during an introductory microbiology course. The incorporation of these stuffed microbes during a microbiology lecture results in an increase in engagement, interest, attendance, and retention of material.

The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts.

A number of national reports, including Vision and Change in Undergraduate Biology Education: A Call to Action, have called for drastic changes in how undergraduate biology is taught. To that end, the American Society for Microbiology (ASM) has developed new Curriculum Guidelines for undergraduate microbiology that outline a comprehensive curriculum for any undergraduate introductory microbiology course or program of study. Designed to foster enduring understanding of core microbiology concepts, the Guidelines work synergistically with backwards course design to focus teaching on student-centered goals and priorities. In order to qualitatively assess how the ASM Curriculum Guidelines are used by educators and learn more about the needs of microbiology educators, the ASM Education Board distributed two surveys to the ASM education community. In this report, we discuss the results of these surveys (353 responses). We found that the ASM Curriculum Guidelines are being implemented in many different types of courses at all undergraduate levels. Educators indicated that the ASM Curriculum Guidelines were very helpful when planning courses and assessments. We discuss some specific ways in which the ASM Curriculum Guidelines have been used in undergraduate classrooms. The survey identified some barriers that microbiology educators faced when trying to adopt the ASM Curriculum Guidelines, including lack of time, lack of financial resources, and lack of supporting resources. Given the self-reported challenges to implementing the ASM Curriculum Guidelines in undergraduate classrooms, we identify here some activities related to the ASM Curriculum Guidelines that the ASM Education Board has initiated to assist educators in the implementation process.

The Effect of Plain-English Vocabulary on Student Achievement and Classroom Culture in College Science Instruction

This study examined the effect of the translation of traditional scientific vocabulary into plain English on student achievement in college science instruction. The study took place in the context of an introductory microbiology course. Data were collected from course sections instructed with traditional microbiology vocabulary as well as sections instructed with plain-English equivalent terms. Both treatment groups followed the same inquiry-based curriculum. Data collected included written and practical exam scores as well as pre and post-course surveys on subject knowledge and impressions of biology, science, and the course. Students subjected to plain-English instruction performed significantly better on written exams that assessed higher-order abilities to apply and analyze knowledge from the course. They gained similar amounts of lower-order knowledge during the course when compared to peers instructed with standard vocabulary. Results supported the hypothesis that improved achievement in the plain-English treatment was caused by students’ ability to utilize extant neural networks to ground new learning.

How Much Is Too Much Assessment? Insight into Assessment-Driven Student Learning Gains in Large-Scale Undergraduate Microbiology Courses

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs’ theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology’s concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

Semester-Long Assessment of Aseptic Technique in Microbiology Labs

Biology educators emphasize aseptic technique when teaching lab courses. Aseptic technique is very important in microbiology to ensure safety and prevent cross-contamination. Although it can be assessed throughout the semester by examining the students’ technique and observation of contamination, this tool offers a simple semester-long graded assessment of each student’s technique. The procedures allow the students to perform a quick exercise that can determine if cross-contamination occurs, thus determining if aseptic technique was observed. Instructors can quickly check for the presence of cross-contamination. After implementing this procedure, a quantifiable improvement in my students’ aseptic technique throughout the semester was observed. It was noted that between the middle and end of the semester there was a slight increase in the amount of cross-contamination but still well below the contamination observed at the beginning of the semester. This procedure was a valuable way to assess aseptic technique during the course of a semester. A search for “aseptic technique” on the American Society of Microbiology website reveals that several lab experiments and job opportunities mention the importance of aseptic technique. It is a skill that must be used for all laboratory procedures when working with microorganisms. It is important for both the safety of the students and for the proper handling of microorganisms. There are several good explanations of aseptic technique on the Internet, and the Nuffield Foundation provides a very good description of techniques (1). The goal of this project is to provide instructors with a tool to assess the aseptic technique of their students by using simple transfers of bacteria to fresh media to identify cross-contamination. When class experiments do not work students may not understand how poor aseptic technique impacted the project. This tool would work best for undergraduate students in an introductory microbiology course, so students can see the effects of poor aseptic technique. Adding a graded assignment to their aseptic technique ensures their full effort in this key aspect of microbiology. The procedure can be presented during the first laboratory meeting as a way to explain the importance of aseptic technique and transferring cultures. It works well as an introductory lab since it also introduces the students to microorganisms and the need to incubate samples to observe growth. This semester I used this tool as a way to monitor the students’ progress from the beginning to the end of the semester. I made it a part of their first class, the midterm practical, and their final practical.

Oxford-Style Debates in a Microbiology Course for Majors: A Method for Delivering Content and Engaging Critical Thinking Skills

Developing scientific expertise in the classroom involves promoting higher-order cognitive skills as well as content mastery. Effective use of constructivism can facilitate these outcomes. However this is often difficult to accomplish when delivery of content is paramount. Utilizing many of the tenets of constructivist pedagogy, we have designed an Oxford-style debate assignment to be used in an introductory microbiology course. Two teams of students were assigned a debatable topic within microbiology. Over a five-week period students completed an informative web page consisting of three parts: background on the topic, data-based positions for each side of the argument, and a data-based persuasive argument to support their assigned position. This was followed by an in-class presentation and debate. Analysis of student performance on knowledge-based questions shows that students retain debate-derived content acquired primarily outside of lectures significantly better than content delivered during a normal lecture. Importantly, students who performed poorly on the lecture-derived questions did as well on debate-derived questions as other students. Students also performed well on questions requiring higher-order cognitive skills and in synthesizing data-driven arguments in support of a position during the debate. Student perceptions of their knowledge-base in areas covered by the debate and their skills in using scientific databases and analyzing primary literature showed a significant increase in pre- and postassignment comparisons. Our data demonstrate that an Oxford-style debate can be used effectively to deliver relevant content, increase higher-order cognitive skills, and increase self-efficacy in science-specific skills, all contributing to developing expertise in the field.

A Socioscientific Curriculum Facilitating the Development of Distal and Proximal NOS Conceptualizations

This study reports the effects of an innovative introductory microbiology course for undergraduates that used a socioscientific issues (SSI)-based curriculum. The study illustrates how an SSI-based intervention provides learners with pragmatic opportunities for cultivating their scientific literacy subsuming the nature of science (NOS). Empirical data measured 26 undergraduates' distal and proximal knowledge of the NOS with respect to their ability to reason. The instruments used in this case study yielded qualitative data, which were coded using NVivo7 and inductively analyzed. All data analyses were subject to instrumental triangulation, inter-rater reliability, and member-checking. These analyses determined that undergraduates' formal epistemological knowledge of professional science matured. These changes accompanied improved reasoning skills and matured beliefs about the NOS. In particular, students' reasoning changed as they realized that scientific knowledge is never absolute or certain but tentative and subject to change. In general, the findings suggest that this SSI-based curriculum enhanced collegiate students' understanding of social issues that affect their lives. Implications of this research are discussed.

Using Small Group Debates to Actively Engage Students in an Introductory Microbiology Course

Debates stimulate critical thinking and can be a highly effective way to actively engage students in the classroom. This paper describes a small group debate format in which groups of four to six students debated preassigned topics in microbiology in front of the rest of the class. Rapid advancements in science, especially in microbiology, provide the scaffolding for students to locate and share evidence-based information from a plethora of complex and often conflicting sources. Student-generated debate presentations can be a welcome respite from the lecture format. Debates were scheduled throughout the course to coincide with topics being covered. Questionnaires distributed immediately after each debate revealed that the debates were well received by students and were effective in changing student attitudes and misconceptions. Debate preparation provided students the opportunity to gain proficiency in accessing information from electronic databases, to use resources from professional organizations, and to synthesize and analyze information. In addition, the debate process gave students experience in developing oral communication skills.

Virtual Interactive Bacteriology Laboratory

OPEN ACCESSOctober 24, 2011Virtual Interactive Bacteriology Laboratory Cindy Arvidson, PhD, Geraud Plantegenest, MA, Jiatyan Chen, MA, MS Cindy Arvidson, PhD Michigan State University College of Human Medicine Google Scholar More articles by this author , Geraud Plantegenest, MA Michigan State University Google Scholar More articles by this author , Jiatyan Chen, MA, MS Michigan State University Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.8392 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: The first-year medical students at Michigan State University Colleges of Human and Osteopathic Medicine take a microbiology course that includes a wet lab. This experience introduces the student to diagnostic tests that are done in a clinical microbiology laboratory and demonstrates how the results of those tests can be used to identify pathogenic bacteria. The Virtual Interactive Bacteriology Laboratory (VIBL) was designed to provide the laboratory experience in the introductory microbiology course yet do so without the traditional wet lab facilities. This allows for the remote learning of the basic concepts of representative clinical bacteriology lab tests. Methods: VIBL was developed to replace two (latex agglutination and streak plate) of the three live 2-hr laboratory sessions that are part of a course in medical microbiology. The students are expected to do all of the exercises prior to the live laboratory session as preparation for that session. To ensure that they do so, an online quiz, administered through a secure course management system, is given that the students may complete in their own time and ideally while they are going through the exercises. The opening page of each exercise then contains a main menu of four choices: description (a detailed description of the test including the scientific principle behind the test and how it is carried out and interpreted), steps (detailed instructions for how to carry out the exercise, in some cases this includes short video clips of steps), credits, and a start button (begins the exercise). Results: For the spring 2011 semester offering, VIBL was made available to first-year students at the College of Human and Osteopathic Medicine. At the end of the semester, the students were required to evaluate the labs. To the statement “The virtual labs were adequate preparation for the live lab exercise” 70% of the students responded “agree” or “strongly agree” (3.8/5.0 on a Likert scale). To the statement “The virtual labs were user friendly” 77% responded “agree” or “strongly agree” (4.0/5.0 on a Likert scale). Written comments were largely positive and included statements such as “put together well and I had wonderful time going through it!”, “incredibly realistic and very well designed”, and “a nice interactive way to study some of the material.” Discussion: Teaching efficiency is enhanced by the use of visually attractive online images, user-friendly interactive activities, repeatable access, and real-time assessment of learning. Virtual modules such as this are designed to mimic the real-life procedures, allowing possible inappropriate operation to demonstrate the corresponding consequences. Thus, students not only learn the right procedure, but also acquire the ability to identify and interpret incorrect results. Educational Objectives By the end of this session, learners will be able to: Understand representative techniques performed in a clinical lab.Interpret the results of covered tests.Prepare and interpret a gram stain.Streak an agar plate to isolate bacteria, generating a pure culture.Become familiar with differential and selective media for cultivation of pathogenic bacteria.Perform and interpret basic biochemical tests on bacterial samples.Interpret standard antimicrobial susceptibility tests. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.doc Streak Plate Folder Latex Agglutination Folder To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2011 Arvidson et al. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsCatalase TestAgar PlateOxidase TestCoagulase TestBacteriaLatex AgglutinationGram StainStreak PlateAntimicrobial Susceptibility Testing Disclosures None to report. Funding/Support None to report. Loading ...

Student use of learning resources to understand antimicrobial actions: use in hybrid vs on-line format (37.6)

Abstract Increased demand for online computer-based instructional resources has led to the need for effective utilization of learning objects in health biology courses. Our aim was to examine how well learning objects assist students in understanding challenging concepts in antimicrobial activity against infectious disease. Our specific focus was on learning object use in an introductory microbiology and immunology course in two different settings: a fully on-line section and a hybrid section, which integrates online materials with face-to-face lectures. To collect information on use of the learning objects, an anonymous survey was given to both sections. Survey participation rates varied, with a 56% rate from the online course, and only 28% from the hybrid course. Survey data analysis indicated many similarities between online and hybrid sections in learning object utilization, including high usage as study material for examinations. Differences were observed in the positive impact learning resources have on students learning difficult concepts, with the online course showing 100% agreement, and the hybrid course only 76% agreement, suggesting differences in learning object utilization for learning challenging new concepts. Qualitative responses provided further indications for effective learning object integration into differentiated instruction formats. Funded by UOIT's Teaching Innovation Fund.

An Evaluation of Web-Based Case Studies in Microscopy

It is often difficult to provide students in introductory science courses with opportunities that mimic the investigative learning experience of doing research. This is particularly true in microbiology courses where advanced microscopy techniques are expensive and difficult to do. To that end, we developed three computer-based case studies around real-life scenarios. Our goals were to: (i) improve students' understanding of advanced microscopic techniques, (ii) give students practice analyzing and interpreting data, and (iii) model a scientific approach to how these techniques are applied to current issues in microbiology. Each case requires students to use references and interpret actual microscopic images, thus giving them a more realistic experience than we could previously provide. We analyzed student learning and perceptions to these case studies. After doing the case studies, students were more able to apply microscopic methods to a realistic problem, thus demonstrating an understanding of how the methods are used. Students appreciated the intellectual challenges presented by having to interpret and analyze actual microscopic images. This approach has allowed us to introduce new areas of content to our course and to stimulate critical thinking skills, a difficult task in a large introductory microbiology course.

Development and Evaluation of an Electronic Guide for Introductory Microbiology Skills

To increase the quality of instruction, enhance student learning, and decrease laboratory time spent on laboratory safety, basic skills, and the use of equipment, we developed the Micro eGuide website. We compared the performance of students who used the Micro eGuide to students provided more traditional instruction in both an upper-level introductory microbiology course for biology majors and in a lower-division introductory microbiology course for nonmajors. Assessment of student learning included written pretests and posttests, practical testing of laboratory skills, and for the major's class, a review of poster presentations of independent projects. Students who used the Micro eGuide showed a statistically significant increase in performance on written examination in the introductory microbiology courses for both biology majors and nonmajors. Use of the Micro eGuide in the sophomore-level course for nonbiology majors resulted in a statistically significant improvement in laboratory skills. Though the increase in laboratory skills in the majors courses was not statistically significant, instructors were able to use the site as an effective learning source and decrease the time spent in class on topics covered in the Micro eGuide. While the number of student independent research projects was too small for statistical analysis on the quality of the poster presentations, the improvement in student attitude and the increase in the diversity in topics selected suggests that students using the Micro eGuide had increased comfort with microbiology and increased interest in exploring microbiology.

Attitudes to the application of a Web-based learning system in a microbiology course

Computer-based systems have great potential for delivering learning material. Here, a Web-based learning management system is employed by a medical university to support undergraduate courses. The objective was to help the university’s staff to understand the readiness and attitudes of students to the use of information technology, their orientation to new learning environments, and the functionality of the system. The participants were a cohort of first-year medical students enrolled in an introductory microbiology course. Students’ attitudes to information technology and learning styles were measured by a rearranged questionnaire, and a principal component analysis identified the students’ orientations to information technology and the learning environment. The results of the study revealed that students showed readiness to and positive attitudes towards information technology in education and exposed a possible benefit from its use in the long run. However, they also conveyed negative opinions of the learning management system used in their coursework, suggesting a need for change of the technology. This study provides evidence that in order for computer-based system to be effective they must be designed and implemented with care, otherwise they may risk to lower students’ interests and activation.