Laboratory Sessions Research Articles

Surface plasmon resonance sensing in the advanced physics laboratory

We present a set of experiments and computations suitable for introducing upper-level undergraduate physics and engineering students to the interdisciplinary field of nanoplasmonics for periods ranging from a week-long advanced laboratory session to a summer research project. The end product is a tunable optofluidic device capable of detecting changes in a fluid medium as low as 0.002 refractive index units. The sensing element—a thin gold film on a glass prism coupled to a microfluidic cell—owes its sensitivity to the bound nature of the surface plasmon–polariton waves that are resonantly excited by evanescently coupled light at the gold–fluid interface. Pedagogically, surface plasmon resonance (SPR) sensing immerses students in the rich physics of nanoscale optics and evanescent waves in constructing and operating a precision apparatus and in developing theoretical, analytical, and numerical models to aid both in the physical understanding and engineering optimization of the SPR sensor.

Rapid-cycle deliberate practice telehealth as an integrative learning strategy in nurse practitioner education.

Telehealth is a way for clinicians to deliver care and for patients to access care via the internet. This method of health care delivery has become an expectation of nurse practitioner practice. Rapid-cycle deliberate practice (RCDP) is a technique grounded in cognitive load theory used to teach a sequence of predetermined skills to learners through purposeful skill augmentation and strategic repetition. Throughout the process, students receive feedback based on well-defined objectives. Material is processed from working memory into long-term memory in small portions with the intent to prevent working memory overload. Advanced practice physical assessment in-person simulation laboratory sessions were framed and focused using the RCDP model. In-person sessions were followed by telehealth simulations for the skill area. Both the in-person laboratory and online telehealth visits followed a similar framework: isolate the skill, baseline knowledge, measurable objectives, practice expectations, and evaluation. Leveled telehealth competencies and domain descriptors were used as a guide for the telehealth sessions. Using the RCDP model to facilitate student translation of physical assessment skills from an in-person venue to the telehealth care environment yielded encouraging potential to isolate and evaluate specific skills, address measurable objectives, and identify behaviors that encompass multiple competencies, developmental milestones, and levels of proficiency. The RCDP telehealth simulations showed promise in the education of nurse practitioner students to accomplish key telehealth health assessment behaviors and progression toward readiness for practice.

Pre-lab video demonstrations to enhance students' laboratory experience in a first-year chemical engineering class.

The limited capabilities of teaching laboratories, combined with an increasing number of students enrolled in university, require constant augmentation of instructional approaches. By enhancing laboratory demonstrations with digital technology, these structural issues can be addressed while at the same time enhancing student understanding and learning. Our case study focuses on the fermentation lab part of the Reaction Equilibria and Thermodynamics (RET) module, a first-year chemical engineering course at the University of Birmingham. Video demonstrations were used to introduce students to the laboratory set-ups and walk them through each step and technique. The video demonstrations allowed the students to attend the in-person lab sessions having established knowledge and understanding of the processes involved and the outcomes desired, which decreased the burden on the facilities and the staff. A knowledge-based quiz and a student survey conducted at the end of the module showed that the pre-lab videos encouraged more active participation in the laboratory sessions and reinforced learning. Approximately 70% of the students polled in the first survey conducted within this project felt more confident going into the laboratory sessions after watching the pre-lab videos and attempting the knowledge quiz, while 92% of the students polled in the second survey judged the pre-lab video sessions as beneficial to them. Overall, the teaching method has the potential to improve student participation and access, boost confidence and learning, and provided a more structured and flexible approach to laboratory learning outcomes.

A TRIZ-Adopted Development of a Compact Experimental Board for the Teaching and Learning of Operational Amplifier with Multiple Circuit Configurations

Operational amplifiers (op-amps) are generally used for actualizing simple and complex electronic circuits in the subject of analogue electronics. In an effort to improve the teaching of op-amps in electronics engineering curricula, op-amp circuits in various configurations are often used for experiments in laboratory sessions so that students can acquire certain psychomotor and cognitive skills by constructing circuit connections and analyzing input–output waveforms. As a result, multiple configurations of operational amplifier circuits are often needed, requiring multiple sets of experimental boards or circuits for each experiment. This is usually not cost effective, requires more consumable electronic components, requires more maintenance and storage space in facilities, and is less user friendly for the students. Therefore, the aim of this research is to design a single, compact, and easy-to-replicate experimental board that can be converted into multiple configurations of the LM741 operational amplifier, comprising an inverting amplifier, a noninverting amplifier, a voltage follower, a summing amplifier, a differential amplifier, a differentiator, and an integrator, with minimal electronic components at a cost lower than EUR 10. The experimental board was tested with a constant input voltage of 1.0 V AC and a switching frequency of 1.0 kHz. It is capable of producing an output voltage corresponding to the individual operational amplifier configurations and can thus be used as a facilitating module for teaching and learning activities in the field of analogue electronics.

Validity and Reliability of a Novel Smartphone Tele-Assessment Solution for Quantifying Hip Range of Motion.

Tele-health has become a major mode of delivery in patient care, with increasing interest in the use of tele-platforms for remote patient assessment. The use of smartphone technology to measure hip range of motion has been reported previously, with good to excellent validity and reliability. However, these smartphone applications did not provide real-time tele-assessment functionality. We developed a novel smartphone application, the TelePhysio app, which allows the clinician to remotely connect to the patient's device and measure their hip range of motion in real time. The aim of this study was to investigate the concurrent validity and between-sessions reliability of the TelePhysio app. In addition, the study investigated the concurrent validity, between-sessions, and inter-rater reliability of a second tele-assessment approach using video analysis. Fifteen participants (nfemales = 6) were assessed in our laboratory (session 1) and at their home (session 2). We assessed maximum voluntary active hip flexion in supine and hip internal and external rotation, in both prone and sitting positions. TelePhysio and video analysis were validated against the laboratory's 3-dimensional motion capture system in session 1, and evaluated for between-sessions reliability in session 2. Video analysis inter-rater reliability was assessed by comparing the analysis of two raters in session 2. The TelePhysio app demonstrated high concurrent validity against the 3D motion capture system (ICCs 0.63-0.83) for all hip movements in all positions, with the exception of hip internal rotation in prone (ICC = 0.48, p = 0.99). The video analysis demonstrated almost perfect concurrent validity against the 3D motion capture system (ICCs 0.85-0.94) for all hip movements in all positions, with the exception of hip internal rotation in prone (ICC = 0.44, p = 0.01). The TelePhysio and video analysis demonstrated good between-sessions reliability for hip external rotation and hip flexion, ICC 0.64 and 0.62, respectively. The between-sessions reliability of hip internal and external rotation for both TelePhysio and video analysis was fair (ICCs 0.36-0.63). Inter-rater reliability ICCs for the video analysis were 0.59 for hip flexion and 0.87-0.95 for the hip rotation range. Both tele-assessment approaches, using either a smartphone application or video analysis, demonstrate good to excellent concurrent validity, and moderate to substantial between-sessions reliability in measuring hip rotation and flexion range of motion, but less in internal hip rotation in the prone position. Thus, it is recommended that the seated position be used when assessing hip internal rotation. The use of a smartphone to remotely assess hip range of motion is an appropriate, effective, and low-cost alternative to the face-to-face assessments. This method provides a simple, cost effective, and accessible patient assessment tool with no additional cost. This study validates the use of smartphone technology as a tele-assessment tool for remote hip range of motion assessment.

What's my hamburger meat made of?

Outreach activities give high school students an opportunity to better understand the techniques and strategies used by researchers. Here is an experience with high school students designed to familiarize them with genetic methodologies. Students have been challenged to discover whether restaurant beef burgers are made with female or male beef. This represents a didactic way to introduce students to genetic traceability methodologies and also to demonstrate the usefulness of these methodologies in relation to food safety and, more importantly, in sustaining consumer confidence. The exercise is planned to be conducted in a one-day laboratory session.

The Development of Teaching, from Covid-19 to in-person Laboratory Sessions

Teachers who began, like myself, teaching during the Covid-19 pandemic have had to adapt to multiple ways of teaching to accommodate the switch in demand of the student to different styles and methods. What was once dominated by in-person classrooms of 30+ students became a mix of independent learning and tutoring. Those who started their teaching journey through online one-on-one tutoring sessions bolstering up in-person classrooms, have had to adapt to the old method of teaching with students who are used to hiding their faces and muting their microphones. In this article I discuss how my method of teaching has changed, my opinion on the importance of physical presence in a classroom and what we can learn from the teaching styles demanded by the student.

Systematic Review and Annotated Bibliography on Teaching in Higher Education Academies (HEAs) via Group Learning to Adapt with COVID-19

Student learning has been affected by the recent shift in education globally which has been attributed to adaptation to the recent COVID-19 pandemic. This study will look at these characteristics to better understand gender differences in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance on a worldwide scale. Due to the rapid COVID-19 pandemic, many educational institutions had to close, forcing many students to stay at home and enrol in online courses. Due to the practical laboratory sessions and workshops demanded by Science, Technology, Engineering, and Mathematics (STEM) modules and other related fields, education has faced difficulties during the COVID-19 pandemic. Understanding student involvement and its role in promoting a number of desirable outcomes, including academic outcomes like greater achievement, lower dropout rates, as well as various well-being and life outcomes, has therefore become increasingly important. This paper presents the scientometric review with an annotated bibliography on teaching styles through group learning in the higher education academies (HEAs) directed towards sustainable education. The current work also gives an annotated bibliography that seeks to compile and integrate the research on student participation, group learning, instructional strategies, equality, and diversity. Some evaluations and suggestions are also made in the study.

Working on Critical Thinking skills using the computer lab works of an Engineering subject

A practical intervention was devised in order to promote and to assess Critical Thinking in undergraduate students of Engineering. First, in collaboration with specialists in education, the concept of Critical Thinking, and its skills and dispositions on which to focus on, was determined. Second, a teaching strategy was designed in order to be as effective as possible, considering the limitations of the intervention. This strategy took advantage of the computer lab sessions where discussion and questioning encouraged the development of Critical Thinking. Then, the instruments to assess the acquired skills and attitudes of the students were developed. Finally, a quantitative analysis of the results was conducted in order to evaluate the validity and reliability of the strategy. This paper presents a full description of the intervention carried on for two years. Besides the desired effects on the students’ performance, some conclusions regarding the development of appropriate instruments to deal with a large group of students are drawn. This intervention has proven to be effective in order to help the students to develop their Critical Thinking skills, and it is particularly suitable for large groups.

Analysing student interactions in a flipped engineering course


 
 
 Flipped classrooms can support more open, flexible and collaborative student-centred learning. There is evidence that flipping learning can result in more effective learning processes and outcomes. However, not much is known about students’ learning process in terms of their interactions while working collaboratively in a flipped class context. This understanding is essential to inform lecturers’ timely and relevant facilitation of student learning. This paper reports on the findings from a study focused on the interactions, specifically types of talk, first- year undergraduate engineering students engaged in while collaboratively solving problem tasks in their practical lab sessions as part of a flipped class learning approach in a New Zealand university. Data were collected from a six-week video observation of student interactions. Herrington and Oliver’s (1999) analytical framework on higher order, lower order, procedural, and social talk was used to analyse the video data. Findings revealed that the highest proportion of student interactions were procedural in nature followed by higher order, lower order, and finally, social talk types. These indicate the potential of the flipped class approach in fostering higher order talk in support of learning. Implications for practice are offered.
 
 

Avatar personalisation vs. privacy in a virtual try-on app for apparel shopping

ABSTRACT Virtual try-on (VTO) apps are now used by many fashion consumers, but VTOs for the apparel category have met with resistance. This study examines privacy concern, body image and social value as antecedents to adoption intention towards an apparel VTO with two types of photorealistic avatars. Twenty users first tried out the app in lab sessions, then 301 completed an online survey with a video of the VTO. A majority of participants were concerned about potential misuse of their uploaded picture and preferred to use a pre-loaded avatar of a model with a similar body. This option explains why privacy concern had a weak negative impact on adoption intention in our model, albeit at the expense of self-presentation benefits. The trait of privacy disposition best predicted consumer responses overall, yet other motives were also revealed. Discussed are the implications of this study’s results and limitations to privacy calculus research.

A Longitudinal Study to Understand University Students' Searching as a Learning Process

AbstractLearning, or addressing a gap in one's knowledge, is an important motivator behind information‐seeking activities. The Search as Learning research community advocates that information search systems should be reconfigured to become educational platforms to foster learning and sensemaking. Modern search systems have yet to adapt to support this function. An important step to foster learning during search is to identify behavioral patterns that distinguish searchers gaining more vs. less knowledge during search. Previous efforts have primarily studied searchers in the short term, typically during a single lab session. Researchers are concerned over this ephemeral approach, as learning is not fleeting, and takes place over time. We propose an exploratory longitudinal study to analyze the long‐term searching behaviour of students enrolled in a university course, over the span of a semester. Our research aims are to identify if and how students’ searching behaviour changes over time, as they gain new knowledge on a subject; and how processes like motivation, metacognition, self‐regulation, and other individual differences moderate their “searching as learning” behaviour. Findings from this exploratory longitudinal study will help to build improved information search systems that foster human learning and sensemaking.

Text mining and sentiment analysis of teacher performance satisfaction in the virtual learning environment

Although it is true that artificial intelligence and data science have become key tools that contribute to the improvement of many processes, identifying patterns and contributing to decision making, however, there are environments in which they are not yet being using it relevantly and effectively. The objective of this study is to identify the relevant factors, based on the opinions expressed by the students through the social network Twitter regarding the perception of satisfaction with the teaching performance during the virtual learning environment. For which sentiment analysis and text mining are used under the Python programming language environment, through JupyterLab. As results, it was determined that a predominance of 57.27% of positive polarity, identifying that the relevant factors of student satisfaction with teaching performance, are related to the development of the teacher in the class sessions that contributes to the learning of the process control subject through the use of simulation tools such as simulink and tools linked to proportional integral derivative (PID) controllers; on the other hand, there is a percentage of negative polarity of 15.45% that belongs to the factors linked to the laboratory sessions in which graphic representation and block diagrams were used to explain the class session.

Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic

Since COVID-19 first appeared, e-learning has become more and more common. In order to understand gender disparities in e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance globally, this study will look at these variables. Many educational institutions have been forced to close due to the sudden COVID-19 outbreak, and many students have been forced to stay at home and take online courses. With the recent COVID-19 pandemic underway, there were challenges with STEM (Science Technology Engineering and Mathematics) modules and other teaching contents due to practical laboratory sessions and workshops required. Thus, the need to understand teaching style, online learning and its role in promoting a variety of desirable academic outcomes, such as increased achievement and decreased dropout rates, as well as various well-being and life outcomes, has advanced significantly. In this paper, the scientific review on teaching in Higher Education Academies (HEA) for online learning is presented with their frontiers towards sustainable education. The current work also gives an annotated bibliography that aims to consolidate and synthesise the literature on student engagement, online learning, social media, and teacher learning/training. Some conclusions and recommendations were also made on the study.

Pilot examination of stress, heart rate variability, and alcohol craving and use among female veterans.

Rates of alcohol use disorder (AUD) are increasing among civilian and veteran populations of women in the United States, and stress pathophysiology (i.e., abnormal acute and long-term change in physiological responses to stress) is central to the maintenance of alcohol misuse within this population. Heart rate variability (HRV) is one measure of stress regulation that may help to explain the association of stress with alcohol misuse among women. In the current analysis of pilot data, 20 women veterans attended an in-person laboratory session and completed 35 daily assessments of their alcohol use and craving. During the lab session, the effects of a stress induction procedure on self-reported alcohol craving and HRV were assessed. HRV was continuously measured and indexed in the time domain, using the root mean square of successive differences between normal heartbeats (RMSSD). Alcohol craving and use during the longitudinal 35-day study period were measured via self-report questionnaires sent to participants' phones. Results indicated that resting HRV in the lab was positively associated with odds of daily craving. Moreover, HRV during the stressor, as measured in lab, was positively associated with (1) overall alcohol craving in the lab (i.e., with resting and post-stress craving), and (2) number of daily drinks during the 35-day study period. This pilot study suggests the potential role of HRV in response to stressors in predicting alcohol craving and use among female veterans. It provides pilot data for research on stress-reactive HRV as a biomarker for alcohol misuse among women, and discusses directions for future research.

O78 - A teddy and a cardboard box: Developing midwifery skills during COVID-19 utilising innovative online learning activities

BackgroundThe World Health Organisation declared a world pandemic due to COVID-19 on 11th March 2020, presenting challenges with preparation of undergraduate midwives for a primarily clinically based profession within a tertiary setting. Comprehensive education ensuring clinical competence and confidence at graduation is fundamental to quality midwifery care optimising outcomes for women and their babies. Clinical skills sessions, including immersive simulation focusing on midwifery practice, skills, and clinical decision-making, complement extensive professional placement hours.The ChallengeSocial distancing requirements due to COVID19 necessitated all learning activities to pivot to the online platform. This resulted in a pre-planned laboratory session for students enrolled in second-year clinical course with significant learning concepts that included two core critical skills, shoulder dystocia and estimation of blood loss needed to be moved online in less than 12 hours.Teaching innovationCreative and novel strategies based on a best practice online framework utilising the transformational curriculum framework were implemented online replacing a planned laboratory session. Using a variety of online tools, peer to peer learning strategies and ‘hands-on’ easily replicated fun activities utilising common household items such as a cereal box and a teddy, scaffolded the clinical skills to reflect those planned within the traditional face to face environment.EvaluationPositive evaluation from students and staff, were received regarding enhanced student engagement, interest, interaction, promotion of learner agency in addition to enhanced skill development when students attended a later laboratory session. This positive experience resulted in the implementation of regular online clinical skills sessions before clinical simulation attendance. While online clinical skill development should never replace face to face simulation, improved preparation and optimisation of midwifery student learning prior to immersive simulation sessions has the ability to optimise learning.

Implementation of Outcome Based Education for the course Digital Image Processing.

Achieving Outcome Based Education (OBE) in engineering education is a challenging task for the instructor. The cycle starts from the process of curriculum design for the course ‘Digital Image Processing’ by incorporating the inputs from different stake holders. Program Outcomes (POs) and Program Specific Outcomes (PSOs) are attained through balanced course design and achieving the Course Outcomes by various evaluation methods. The next challenge is to improve the traditional teaching learning methods by implementation of innovative techniques for effective delivery of the course and to increase the engagement of the students. Students should be able to apply, analyze and evaluate a given problem statement and build/simulate an algorithm/system in the course. Continuous assessment is followed in the laboratory sessions and Open-ended assignments are given to the students to stimulate divergent thinking abilities about a given problem. Feedback of theory and laboratory sessions is taken from the students and its analysis is carried out based on assignments, examinations and mini projects.

Protein structure–function exploration initiative in undergraduate biochemistry and independent research courses

Protein structure-function relationship serves as the primary learning outcome in any undergraduate biochemistry course. We expanded the protein structure-function exploration, PSFE initiative during COVID-19 to provide more effective and engaging experience to our undergraduates in biochemistry and independent research courses. Multiple alignments of protein sequences provided crucial insight into sequence conservation across many species and thus allow identification of those sections of the sequence most critical to protein function. We used Anabaena Sensory Rhodopsin, ASR its transducer, ASRT and downstream novel kinase gene products of Anabaena PCC 7120 to seek their alignment with homologs in available database. Pymol served an opportunity to achieve this goal (interactive learning during lab session and stimulation of course content discussion) in interesting ways. The PSFE initiative expansion continued during pandemic using online/hybrid modality. Initially model examples all helical ASR and beta-sheet ASRT were introduced to connect and integrate our ongoing research interest into classroom activities. Subsequently, undergraduates in biochemistry course were assigned a homolog of model proteins any particular protein of students choice to study and characterize using Pymol in semester. During first phase, each undergraduate worked independently using established guidelines. Student's exploration progress was periodically reviewed in pilot phase with majority of students who perceived it as challenging task successfully completed the assignment. Using the PyMol application to reinforce visual understanding of protein structure was highly satisfying experience that greatly enriched undergraduates understanding and appreciation. This article reports a session from the virtual international 2021 IUBMB/ASBMB workshop, "Teaching Science on BigData."

Comparing In-person vs. Live-streamed Osteopathic Manual Medicine Lab Instruction

Abstract Context Practicing osteopathic manual medicine (OMM) requires medical students to learn a unique psychomotor skill. OMM techniques are taught during hands-on laboratory sessions in osteopathic medical schools across the country. Determining the optimal delivery of OMM training in the first and second years of medical school is instrumental in maximizing student engagement and confidence for future use in practice. In the academic year of 2020–2021, public health guidelines for COVID-19 forced Des Moines University College of Osteopathic Medicine to restructure their OMM laboratory sessions to include in-person and live-stream demonstrations of somatic dysfunction diagnoses and treatments. Objective(s) To determine if there was a difference in students’ perception of the learning experience and exam performance between in-person and live-streamed osteopathic manual medicine (OMM) laboratory instruction. Methods An online 8-question survey was sent to 225 first year medical students from Des Moines University at the end of their first year. The survey contained a combination of Likert scale, dichotomous, and open-ended questions. Statistical analysis for the Likert scale questions included paired-t test given the nature of correlated responses by the same cohort of students. A non-parametric permutation test was used to compare Fall 2020 practical exam grades due to the heavy skewness and ties of the exam score distributions. All computations were also made using the statistical computing software R. Free text was qualitatively analyzed for recurrent themes. Results The survey response rate was 67.1% with 151 respondents. When students were asked to rate their learning experience (engagement, comfort asking questions, understanding of material, ability to retain and recall lab material) between in-person vs. live-stream delivery of OMM lab material on a 5-point Likert Scale, there was a statistically significant mean difference for all of the responses, indicating a preference for in-person delivery method. Comparisons of the mean practical exam scores revealed no statistically significant differences. When asked to choose between in-person vs. live-stream, 83% of students reported a preference for in-person OMM laboratory demonstrations. Conclusion The students’ perceptions suggest that in-person delivery of OMM was superior to live-stream instruction based on higher rankings of engagement, comfort in asking questions, understanding material to practice, and recall of material in preparation of practical exams.

Marker-Based Method for Analyzing the Three-Dimensional Upper Body Kinematics of Violinists: Reproducibility.

Recently, Wolf et al. proposed a novel, marker-based method to analyze the three-dimensional upper-body kinematics of high string players for clinical application. The method provides an objective evaluation of high string players' motor strategies, especially in the shoulder complex, by distinguishing between the scapulothoracic (ST) and glenohumeral (GH) joints, while minimizing skin movement artifacts, marker occlusions, and limitations due to instrument placement. Nevertheless, reproducibility of kinematic measurements is crucial for clinical applications. The aim of this study was to assess the method's reproducibility in terms of reliability and repeatability. One healthy professional violinist underwent a total of nine bowing trials in three different laboratory sessions. Each trial was conducted by one of two different examiners. A biomechanical model was applied to motion capture data of the pelvis, thorax, spine, and head, as well as both upper limbs (consisting of the scapula, upper arm, forearm and hand). Reproducibility was assessed by calculating inter- and intra-tester, inter-session, and intra-subject measurement errors for each rotational degree of freedom in the upper-body segments and joints. Small measurement errors were accepted to be good indicators for reproducibility. Intra- and inter-tester errors were found to be small (< 3° for the most part). Both inter-session and intra-subject repeatability were found to be larger (< 5° for the most part). This study generally showed the novel, marker-based method to have good reproducibility for a healthy violinist. This indicates that the proposed method is a reliable tool for quantifying upper-body movements during violin playing across subjects, examiners, laboratories, and motion capture systems.