Life Science Students Research Articles

Knee Joint Dynamics: An Experiment to Introduce the Concept of Torque to Biomedical and Life Sciences Students

Knee Joint Dynamics: An Experiment to Introduce the Concept of Torque to Biomedical and Life Sciences Students

Introducing chaos theory in the classroom: A life sciences students’ perception.

This article details a concise in-class workshop to introduce life science students to basic chaos theory concepts, which is a modern subject and has high potential for applications in life sciences and other fields, justifying its knowledge. The teaching approach is based on a pragmatic strategy that uses only the essential mathematical and computing concepts required to reach the learning outcome, which this article explains step-by-step and, therefore, at least in expectation, even students or professors with no previous software knowledge could understand them. The proposed educational approach uses a meaningful learning approach, and population growth models as an educational anchor subject, which is a common subject for life science students and may be intuitive for students from other areas. Feedback from 70 students surveyed after the workshop yielded positive results, and 72.9% of the students expressed confidence in explaining basic chaos theory concepts following the session, and 94.7% stated they would recommend it to their peers, which underscores the present proposal feasibility.

Examining Motivational Attitudes Toward Statistics and Their Relationship to Performance in Life Science Students

A strong foundation of statistics is essential for undergraduates pursuing life science careers, but this foundation is frequently undermined by negative student attitudes toward statistics. This study explored life science students’ motivational attitudes toward statistics, and their relationship to performance, using expectancy-value theory as a guiding framework. According to expectancy-value theory, task-values—interest in a task (intrinsic value), importance of doing well on a task (attainment value), perceptions of the usefulness of a task (utility value), and negative aspects of engaging in a task (cost)—impact achievement outcomes. However, task-values may be better represented by differentiating each into more specific underlying dimensions, or facets. Using 360 undergraduate life science students enrolled in biostatistics courses across two institutions, this study assessed the fit of a task-value facets model for statistics and examined which task-value facets relate to performance on a statistics assessment. Results show that life science students distinguish among facets of attainment value (importance of achievement, personal importance), utility value (school, daily life, social, career/job), and cost (effort, emotional, opportunity) for statistics. Students’ perceptions of the emotional cost of statistics and the importance of achievement in statistics related to their statistics performance. Implications for teaching and research are discussed. Supplementary materials for this article are available online.

Student informed development of virtual reality simulations for teaching and learning in the molecular sciences

ABSTRACT The development of accurate spatial conceptualisations of molecular biology structures, processes and interactions represents a critical learning outcome for a wide array of life sciences students. In this study, we investigated student learning through a bespoke virtual reality (VR) simulation focused on interactive assembly of an expression vector and visualisation of the recombinant protein expression process, encompassing constructivist pedagogical principles. A mixed methods approach was pursued involving surveys, assessments, and online simulation data capture to facilitate student partnered inputs into virtual simulation design and implementation in the teaching of molecular and cellular biology. The scope of student learning modalities, effective teaching practices and perspectives on challenging curriculum were also captured to position VR implementation within a wider learning framework. Students expressed a consensus view towards the application of this innovative teaching modality and appear well equipped to adapt to this new teaching and learning approach. The visual and kinaesthetic elements of the simulations were found to offer a unique entry point to challenging and abstract molecular concepts that has the potential to transform life science education for students, where a partnership approach can best deliver a roadmap for effective integration into the curriculum.

Developing commercial awareness and digital video interview skills in second-year life sciences students

Employers are increasingly using video interviews in the application process, highlighting the need for graduates to adapt to digital technologies. To ensure graduates are adequately prepared, a Year 2 skills module was redeveloped, replacing face-to-face interviews with asynchronous video interviews using ShortlistMe. Aligning the assessment to a careers event allowed students to engage with employers and develop commercial awareness. Out of 430 students, 395 completed the video interview, and 329 connected with employers during the careers event (a 63% increase compared to the previous year). A survey explored student perceptions of the video interview (n= 39). Student confidence in completing a video interview increased by 44.6%, and in demonstrating commercial awareness by 30%. This model effectively connected employers with the curriculum at scale, fostering digital fluency, commercial awareness, and enhancing employability skills. This adaptable approach could benefit any discipline, equipping students for success in a dynamic job market. This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/ .

Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving.

Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily been studied using retrospective methods, but these methods limit access to students' in-the-moment metacognition and self-efficacy. We investigated first-year life science students' metacognition and self-efficacy while they solved challenging problems, and asked: 1) What metacognitive regulation skills are evident when first-year life science students solve problems on their own? and 2) What aspects of learning self-efficacy do first-year life science students reveal when they solve problems on their own? Think-aloud interviews were conducted with 52 first-year life science students across three institutions and analyzed using content analysis. Our results reveal that while first-year life science students plan, monitor, and evaluate when solving challenging problems, they monitor in a myriad of ways. One aspect of self-efficacy, which we call self-coaching, helped students move past the discomfort of monitoring a lack of understanding so they could take action. These verbalizations suggest ways we can encourage students to couple their metacognitive skills and self-efficacy to persist when faced with challenging problems. Based on our findings, we offer recommendations for helping first-year life science students develop and strengthen their metacognition to achieve improved problem-solving performance.

Knowledge and awareness among dental and life science students towards research: A questionnaire based cross-sectional study

The aim of this study was to assess the knowledge and attitudes towards research and explore career interests among dental and life science students following their participation in an internship training program in bioresearch. The materials and methods involved a questionnaire-based survey conducted among CRI (Compulsory rotatory internship) dental students, postgraduate MDS students, and life science students who took part in the internship program organized by the Central Research Laboratory. Prior to the internship, participants were administered the questionnaire. The results revealed an overall research knowledge rate of 66% among participants, with CRI dental students demonstrating a higher rate at 72%. Additionally, 72% of the participants expressed positive views regarding research as a viable career option in their respective fields. This study primarily aimed to analyse research knowledge and attitudes among dental and life science students. Findings indicated a strong interest in research among students, highlighting the importance of targeted training in biomedicine and statistics. In conclusion, the study suggests that tailored training programs focusing on research methodology and statistics would be beneficial for medical and dental students entering the field.

Diversifying laboratory assessment modes broadens engagement with practical competencies in life science students.

Laboratory practicals in life science subjects are traditionally assessed by written reports that reflect disciplinary norms for documenting experimental activities. However, the exclusive application of this assessment has the potential to engage only a narrow range of competencies. In this study, we explored how multiple modes of laboratory assessment might affect student perceptions of learned skills in a life science module. We hypothesized that while a mixture of assessments may not impact student summative performance, it might positively influence student perceptions of different skills that varied assessments allowed them to practice. This was informed by universal design for learning and teaching for understanding frameworks. In our study, in a third-year Bioscience program, written reports were complemented with group presentations and online quizzes via Moodle. Anonymous surveys evaluated whether this expanded portfolio of assessments promoted awareness of, and engagement with, a broader range of practical competencies. Aspects that influenced student preferences in assessment mode included time limitations, time investment, ability to practice new skills, links with lecture material, and experience of assessment anxiety. In particular, presentations were highlighted as promoting collaboration and communication and the quiz as an effective means of diversifying assessment schedules. A key takeaway from students was that while reports were important, an overreliance on them was detrimental. This study suggests that undergraduate life science students can benefit significantly from a holistic assessment strategy that complements reports with performance-based approaches that incorporate broader competencies and allow for greater student engagement and expression in undergraduate modules.NEW & NOTEWORTHY This study suggests that undergraduate life science students can benefit significantly from a holistic assessment strategy that complements reports with performance-based approaches that incorporate broader competencies and allow for greater student engagement and expression in undergraduate modules.

Experiences of Using a Real Compound Microscope and a Virtual Compound Microscope in Understanding Plant Tissues by First-year Life Science Students at a Tertiary Institution in South Africa

During the COVID-19 outbreak, the majority of tertiary institutions preferred virtual laboratories to face-to-face laboratories which posed a challenge to many students. The objective of the study was to examine students’ experiences at a higher institution using both a physical and virtual microscope. This qualitative study involved ten randomly chosen first-year Life Science students. They had to prepare and view onion cells under a real microscope, while the second assignment required them to observe onion cell preparation in a virtual laboratory. Students completed a questionnaire containing open-ended questions. The results were analyzed using themes, and the study found that pupils prefer physical microscopes to virtual microscopes. This is because students interact with the equipment in the laboratory, which encourages intellectual interests, knowledge sharing, and the development of social connections. Students can manipulate actual objects, manually focus microscopes, and interact in real time with microscopic worlds. This hands-on expertise is critical for instructing students and researchers on laboratory practices. Real microscopes are versatile pieces of equipment that can be utilized for a wide range of applications, from basic instruction to advanced research. Although virtual microscopes have advanced in terms of image quality, real microscopes provide better resolution and clarity. The study will make a substantial addition to university laboratory pedagogies and expose students to scientific investigations, given the majority of students come from rural schools with limited laboratory equipment such as microscopes. Keywords: Physical Microscope, Virtual Microscope, Experiences, Intellectual Interest, Social Interactions

An ode to multidisciplinarity: the 'Bacteria Orchestrate Life' international meeting.

If scientists stick to their research expertise without collaborating with other experts in different fields, it could stall the progress of their work in a world where interdisciplinary thinking and working should be second nature. Biologists are at the forefront of this trend. That is why a consortium formed by the faculty of sciences of Tunis El Manar University, Tunisia, the GetGenome Foundation and Learn and Win, decided to organise an international conference on bacteria, a perfect field for multidisciplinarity. For 3 days, from 14 to 16 December 2023, more than 200 interdisciplinary researchers and students of life sciences and more than 20 international speakers and trainers met at the faculty of sciences in Tunis, to discuss microbiology and bacteria from different horizons, from the most fundamental to the most imaginative, with a strong focus on technologies and discoveries. This Meeting Review describes the scientific event and highlights the main results of both the conferences and the practical sessions.

Assessment of Monkeypox (MPOX) Knowledge and Vaccination Intention among Health and Life Sciences Students in Algeria: A Cross-Sectional Study.

Monkeypox (MPOX) is a viral zoonotic disease affecting endemically the Central and Western regions of Africa. The ongoing outbreak in non-endemic countries has made this disease a global concern. While no cases have been reported in Algeria, it is important to raise awareness about the disease to prepare for a potential outbreak, especially in light of the cases reported in neighboring Middle East and North African (MENA) countries. This study aimed to evaluate the knowledge and attitude of Algerian Health and Life Sciences students toward MPOX and its vaccine through an anonymous online survey. A total of 196 students participated in this study. Students of medicine (64.3%), females (85.7%), and those under 20 years of age (55.1%) were the most represented. The results revealed a low level of knowledge represented by a score of only 42.8% for correct answers with multiple gaps in epidemiology, etiology, and clinical manifestations of MPOX. Students of veterinary sciences showed the highest levels of knowledge (OR: 6.71; CI95%: 1.23-36.77), while those aged between 20 and 30 years old (OR: 0.11; CI95%: 0.02-0.79) and those vaccinated against seasonal flu (OR: 0.42; CI95%: 0.21-0.85) were associated with low levels of knowledge. Regarding MPOX vaccination, the study found a moderate level of acceptance (48.5%) among the surveyed students with Natural and Life Sciences students and those having a high vaccine conspiracy belief score (VCBS) showing the lowest level of acceptance. These findings highlight the need for educational programs and intensified public awareness campaigns to improve knowledge about MPOX and emphasize the importance of vaccination in preventing outbreaks and overcoming vaccine reluctance.

Research impact training and development support for doctoral students

This research-in-progress case study in one UK university setting looks at how supportive PhD supervisors are of impact work, what motivates PhD students to access impact support and whether there are barriers to PhD students from carrying out impact plans and what those barriers are. A mixed-method approach was used to collect quantitative data on student participation in impact training and qualitative data on their thoughts on impact work, supervisory support and motivators and barriers for doing impact work. Clinical science students found it easier to understand the direct impacts of their work compared to life science students. Over time, students developed a better understanding of the potential impacts of their work. The majority of students discussed their impact with their supervisors but did not discuss time, budget or monitoring plans for impact activities. The majority of students talked about a lack of supervisor support for impact work and a need for better supervisor training. Students identified motivators and barriers for doing impact work. The study suggests that there is a gap in training and support for doctoral students to develop the societal impact of their research. Impact work helps students to develop skills and experience valued by employers. However, PhD students may not receive impact training as part of their degrees. Supervisors may be unsupportive of PhD students doing impact work because it may distract from core research activities. Based on the study findings, the author has made recommendations for addressing this gap.

The impact of artificial intelligence on teaching writing skills to life science students

The impact of artificial intelligence on teaching writing skills to life science students

Using an Escape Room activity to Enhance the Motivation of Undergraduate Life Science Students in Mathematics Classes - A Case Study

Mathematics is one of the school subjects where demotivation, dislike and failure are frequent concerns. To address this, it is important to actively engage students in the classroom and employ resources that make math classes more appealing and captivating, leading to meaningful learning experiences.
 Active, cooperative, and participative learning methods should be prioritized over traditional didactic teaching and the mere transmission of knowledge. Active learning methods offer alternative approaches to the conventional lecture format, actively involving students in the learning process. The concept of an escape room, a gaming experience where participants must solve challenges to escape from a locked room, has gained popularity in educational contexts. The educational escape room is an extension of this concept, aiming to promote real-time problem-solving, teamwork, and discovery of clues and mysteries to facilitate active learning. By engaging in various tasks within a room, students work together in teams, fostering an active learning environment. The educational escape room offers several benefits, including the enhancement of problem-solving skills, student performance, and motivation. By incorporating gamification strategies into teaching and learning processes, this approach proves to be an effective way of promoting active learning in mathematics.
 In this paper, we present a case study that explores the use of an educational escape room with first-year undergraduate students from a Portuguese higher education institution, with the goal of improving their mathematical problem-solving skills. The study aims to evaluate how escape rooms can contribute to increased student motivation.
 To assess the perception of students regarding this escape room methodology, a quantitative survey was conducted. The findings indicate that using the escape room as an educational approach effectively increased student interest and improved learning outcomes in mathematics.

GO-DEEP: A Potential Reflection Model for Experiential Learning

Experiential learning is a critical approach in higher education that emphasizes learning by doing, where students engage in activities that promote hands-on learning experiences. Reflection is a crucial component of experiential learning, enabling learners to extract valuable insights and knowledge from their experiences. This study presents our synthesized reflection model, the GO-DEEP reflection model, which includes six main stages to reflect before, during, and after experiences. This study implemented a pre-experimental design to investigate the model’s usefulness and effectiveness in a work-integrated learning course. The course comprised of eight learning sessions with 39 life science students. During each session, the students actively participated in the process of reflection. The students were asked to complete the GO-DEEP level of use questionnaires after sessions four and eight and they submitted their reflection reports after each session through Google Forms. In addition, they responded to the open-ended questions about their perception of the GO-DEEP reflection model and reflection practices. The collected data were analyzed using descriptive, thematic, and t-test analyses. The findings reveal that the university students who used the GO-DEEP reflection model were highly interested in its use and found it beneficial in extracting valuable insights about their learning experiences by constructing knowledge, promoting, and facilitating learning. These outcomes highlight the efficacy and potential of GO-DEEP as a helpful tool in fostering meaningful and impactful educational experiences. Moreover, based on student experience, GO-DEEP has the potential to be applied not only in academic aspects but also in non-academic activities and life experiences.

Exhausting and difficult or easy: the association between psychological flexibility and study related burnout and experiences of studying during the pandemic

IntroductionThe COVID-19 pandemic caused a decline in students’ well-being, but on the other hand, students’ experiences of online learning and studying vary widely. The aim of this study is to examine the relationship between psychological flexibility and study-related burnout and to explore whether students with different levels of psychological flexibility have experienced burnout and online studying during COVID-19 differently.MethodsThe data was collected from first-year life-science students (N = 296) in spring 2021. The relationship between psychological flexibility and study-related burnout was explored with Pearson’s correlation and linear regression. Students’ open-ended responses about their experiences of online learning were analyzed with inductive content analysis and the categories were quantified. Three different groups (high, middle, and low) were made based on respondents’ psychological flexibility, and the differences in their study-related burnout were analysed with ANOVA and Tukey’s test, and differences in online learning experiences were analysed with a Chi-square test.ResultsThe results showed that there was a negative relationship between psychological flexibility and study-related burnout. In addition, experiences of study-related burnout and online studying differed statistically significantly between the different groups.DiscussionThe results show that psychological flexibility is an important factor in enhancing students’ well-being and learning during the pandemic.

Investigation of the Relationship between the Life Studies Lesson Attitudes and Critical Thinking Tendencies of Primary School 3rd-Grade Students

The purpose of this study is to determine the level of relationship between the attitudes of 3rd-grade primary school students toward Life Studies lessons and their critical thinking tendencies. The correlational survey model, which is one of the quantitative research methods, was used in the research. The sample of the study consists of 401 "3rd-grade students" in the academic year 2021-2022. The study group was selected using the convenience sampling technique. "Life science lesson and students' attitudes scale" and "Critical thinking tendency scale for primary school students" were used to collect research data. The data obtained from the scales were analyzed using SPSS 22.00 statistical software. Normality distributions were examined to determine the test techniques to analyze the data. For this purpose, Kolmogrov-Smirnov, histogram graph, skewness, and kurtosis values were examined. As a result of the research, it was observed that the critical thinking tendencies of the 3rd-grade primary school students were higher than the attitudes of the Life Studies lesson and there was a low level, positive and significant relationship between them.Keywords: Critical Thinking, Life Studies, Primary School.

Embedding design thinking, career planning and teamwork into the curriculum better prepares life science students for research and alternate science careers

Many undergraduates have either a narrow or vague idea of their career path which causes stress and can result in them leaving science. In addition, they often lack confidence or the knowledge needed to pursue independent research project courses in their senior year. To broaden student career perspectives, promote adaptability and build research skills, we developed a third-year course: Research Readiness and Advancing Biomedical Discoveries. This flipped course features online pre-class modules and extensive in-class group work. Online module topics include: writing a research proposal, project management and attributes of a successful scientist ( https://experientialmodules.utoronto.ca/research-readiness/ ). We also incorporated design-your-life ( http://lifedesignlab.stanford.edu/ ) team activities (DYL) such as brainstorming, articulating alternate life plans (Odyssey planning), and networking to help students develop novel scientific research proposals and to support their own creative career planning. To assess student perceptions of course components, we conducted anonymous student surveys three times in each offering of the course using both 5-point Likert scales and open-ended prompts for student feedback (Univ. Toronto REB#18345). Responses to open-ended survey questions were independently analyzed for broad themes by two third-party research assistants. Over the three years of course offerings, 86% of students reported feeling better prepared for research and other opportunities after graduation, 87% of students reported being encouraged to consider flexible career paths, and 87% reported they have realized the importance of teamwork (n=121). Written comments included: “ The research proposal was an incredible assignment because it gave me insight into what I would be doing in research and let me think of my own idea.” and “ [Odyssey planning] helps me to rethink my choices. Why can’t I make different choices? What is holding me back?. I think I need more diverse experience in area of biomedical science to answer these questions. ” Thus, students perceive that our novel course better prepares students for research and alternate science careers. Learning and Education Advancement Fund (LEAF) Impact grant, University of Toronto, Career Readiness Fund, Faculty of Arts and Science, University of Toronto, Online Undergraduate Course Initiative Fund, University of Toronto This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Bridging statistics and life sciences education for immunologists: Exploring significantly impactful teaching strategies and collaborations

Abstract The widespread misuse of statistics is one of the contributing factors to reproducibility concerns in immunological research. However, not all immunologists have the statistical expertise to choose the best methods to evaluate and represent their experiments, and the formal statistics training required by undergraduate and graduate immunology curricula is often quite limited. How can we prepare immunologists for statistical practice in research? We previously developed a second-year undergraduate course to integrate statistics instruction with research design to improve the quantitative training of life sciences students. In a Scholarship of Teaching and Learning (SoTL) study conducted within the course, student attitudes and self-efficacies for statistics, as well as their abilities to recognize and handle problems related to statistical practice in life sciences research, were assessed through surveys administered at the beginning and end of the course (n=126). Here, we present our team-teaching model and strategies for promoting meaningful connections between statistics and immunological research through course design, activities and assessments. We also highlight the results from our SoTL study, which have guided the development of several specialized immunology courses focusing on statistical practice and experimental design at the University of Toronto. We hope that insights from this teaching partnership and our SoTL findings will help inform future quantitative course offerings and training initiatives, and ultimately, better prepare students to effectively engage with statistics in immunological research.

Prioritization of the concepts and skills in quantitative education for graduate students in biomedical science.

Substantial guidance is available on undergraduate quantitative training for biologists, including reports focused on biomedical science. Far less attention has been paid to the graduate curriculum and the particular challenges of the diversity of specialization within the life sciences. We propose an innovative approach to quantitative education that goes beyond recommendations of a course or set of courses or activities, derived from analysis of the expectations for students in particular programs. Due to the plethora of quantitative methods, it is infeasible to expect that biomedical PhD students can be exposed to more than a minority of the quantitative concepts and techniques employed in modern biology. We collected key recent papers suggested by the faculty in biomedical science programs, chosen to include important scientific contributions that the faculty consider appropriate for all students in the program to be able to read with confidence. The quantitative concepts and methods inherent in these papers were then analyzed and categorized to provide a rational basis for prioritization of those concepts to be emphasized in the education program. This novel approach to prioritization of quantitative skills and concepts provides an effective method to drive curricular focus based upon program-specific faculty input for science programs of all types. The results of our particular application to biomedical science training highlight the disconnect between typical undergraduate quantitative education for life science students, focused on continuous mathematics, and the concepts and skills in graphics, statistics, and discrete mathematics that arise from priorities established by biomedical science faculty. There was little reference in the key recent papers chosen by faculty to classic mathematical areas such as calculus which make up a large component of the formal undergraduate mathematics training of graduate students in biomedical areas.