Microbiology Course Research Articles

Using Disciplinary Literacy Practices to Enhance Interdisciplinary Instruction

To prepare students to integrate diverse perspectives, colleges nationwide offer a wide range of interdisciplinary learning experiences. Within this educational context, students often need more than exposure to multiple perspectives in order to integrate ideas across disciplines. They benefit from instruction that scaffolds their efforts to integrate ideas. Yet, even faculty may find it difficult to identify the points of integration between disciplines that are rarely put in discussion with one another. In this Quick Fix article, we suggest that annotating a common text can help faculty uncover core concepts that bridge their respective disciplines. We describe the ways in which this preparation strategy informed an undergraduate-level interdisciplinary experience with students in microbiology and history courses.

Student discussion skill activities on microbiology courses through lesson study

Lesson study is an educator professional development program through collaborative and continuous learning based on the principles of collegiality and mutual learning. This lesson study activity aims to increase student discussion activities in the Microblogy course at the Teacher Training and Education Faculty Biology Study Program at Muhammadiyah University of Bengkulu. This research was a classroom action research using 4 cycles. It used a qualitative design with a problem-based approach. The lesson study implementation phase was planning (Plan), implementing learning (Do) and Reflection (See). The topics chosen in the lesson study activities were (1) Bacteria (2) Fungi, (3) Protozoa, and (4) Viruses. The data collection used observation sheet observation of student discussion activities through lesson study activities. The data collected were then analyzed by descriptive qualitative. The results of lesson study activities showed the increasing in skills activity to student discussions in microbiology courses at the Teacher Training and Education Faculty of Muhammadiyah University of Bengkulu. Continuous implementation of lesson study in the lecture process improved the professionalism of lecturers. Along with the increase in lecturer professionalism, it had an impact on the effectiveness of learning activities and improving the quality of education as a whole.

Analysis of microbiology online teaching in quarantine conditions

Teaching microbiology, virology, and immunology subject in a medical school has traditionally been conducted without the use of online technologies. Consequently, the changes in the way stakeholders interact need to be analyzed. The purpose of the article is an analysis of the experience that was performed on how the course of microbiology, virology, and immunology was taught online in coronavirus quarantine conditions of 2020. Authors have determined the main problems in achieving by higher education seekers the proper level of theoretical knowledge, some of the practical skills and abilities that have arisen because of the change in the form of practical classes and lectures. The positive aspects of this unpredictable experiment were noted in the way of teaching the discipline. This subject involves higher education seekers gaining a significant amount of sensory and motor skills. Moreover, the subject has a large fragment of theoretical knowledge, which consists of empirical data of the infectious diseases pathogens properties, methods of their study for microbiological diagnosis; the structure of pathogens, which is necessary for understanding the directions of etiotropic therapy of infectious diseases; biological and antigenic properties to assess the possibilities of specific prevention and treatment of diseases; the resistance of pathogens to external factors in order to understand the peculiarities of the epidemiology of each disease and the possibilities of its specific prevention. Higher education seekers must also learn the structure of the human immune system, to study the mechanisms of its functioning. Finally, a complex of theoretical knowledge, practical skills, and abilities should be built. These achievements were analyzed in this article to assess the prospects for modernization of the educational process in the subject. The situation was problematic with the teaching of this subject online in quarantine. But the benefits are that it was at the same time a discovery in the use of new digital technologies accumulated by civilization in the educational process in such traditionally classical areas of education as teaching microbiology, virology, and immunology course in medical higher educational institutions.

Improving student learning activities in microbiology through lesson study activities

Lesson study is an educator development program through collaborative and continuous learning based on the principles of collegiality. Lesson study can be implemented at various levels of education from primary schools to universities. The 4 cycles-lesson study presented here is aimed to improve students’ learning activities in microbiology subject in the Biology Education Department, Universitas Muhammadiyah Bengkulu. Students who engaged in this activity as much as 28 students. The lesson study activities were conducted in three stages: plan (plan), implementation (do) and reflection (see). Selected topics in this activity were infection and viruses. In addition to those topics, a practical class for (1) preparation of microorganism culture media and its sterilization; and (2) the proliferation of fungi and bacteria was also accomplished. The results showed that there is an improvement in the students learning activity by conducting a lesson study program on a microbiology course. The obtained results prove that lesson study can improve lecturer professionalism. This improvement in lecturer professionalism then will have an impact on the effectiveness of learning activities and on improving the quality of education overall.

Student spacing and self-testing strategies and their associations with learning in an upper division microbiology course

Student spacing and self-testing strategies and their associations with learning in an upper division microbiology course

食品微生物学课程线上教学改革实践

食品微生物学课程线上教学改革实践

微生物学课程思政元素的挖掘与教学实践

微生物学课程思政元素的挖掘与教学实践

137. Applying Gamification to Microbiology Core Curriculum in Undergraduate Medical Education

BackgroundGamification uses elements of game design to enhance learner engagement. We introduced a microbiology “trivia game” for first year medical students (MS1), leveraging principles of gamification (self-efficacy, points, leaderboards, etc.) to enhance participation. We hypothesized this would engage learners and improve course performance.MethodsWe created a “microbiology trivia game” using Kaizen-Education, a software platform (Kaizen) developed by our Center for Clinical and Translational Science. All MS1 in the Microbiology course at the University of Alabama at Birmingham (Fall 2019) were invited to participate by downloading the smartphone app. We created 56 questions emphasizing high yield concepts and their clinical application. Participation was voluntary during the Microbiology course (3 weeks). We collected app utilization and test performance data in this IRB approved investigation. We completed descriptive analyses of student engagement including a Player Efficiency Rating (PER). The PER is a student-level composite measure of student accuracy, play frequency and question completion. We calculated Spearman rank correlation of mean exam scores and PER. At course completion students received a survey about their experience.Results181 (96%) of 189 Microbiology students answered ≥ 1 question. Across those 181 students, 161 (89%) completed all questions (table 1). An average of 67 students answered questions each day. Collectively, students answered 96% of all published questions (n=10,136; 56 questions x 181 students). A total of 49% of questions were answered < 24H from publication. Survey response rate was 34% (n=61), and our teaching innovation was positively received (table 2).Final exam performance increased from 80% (2018) to 87% (2019) among students in the gamification enhanced Microbiology course. A correlation between higher PER and better exam scores was found (0.34; p≤0.0001). ConclusionOur gamification infused Microbiology course was well received. Students appreciated the opportunity to apply core foundational microbiology concepts to clinical medicine scenarios early in training. Novel teaching methods may increase student engagement in Medical Microbiology courses, for many the birthplace of their passion for Infectious Diseases.Disclosures All Authors: No reported disclosures

Pengembangan Handout Mikrobiologi Berbasis Hasil Penelitian Antagonisme Fungi Antagonis terhadap Fungi Patogen pada Tanaman Stroberi

The objectives of this study were: 1) to produce a Microbiology handout based on the results of the study of Antagonistic Fungi Antagonism against Pathogenic Fungi in Strawberry Plants; and 2) testing the feasibility and practicality of the handout. This type of research is development research. The development model used in this research is the ADDIE model which consists of 5 stages, namely: Analyze, Design, Develop, Implement, and Evaluate. The handout material was selected based on the results of the needs analysis by the respondent students of the Biology Study Program, FMIPA, State University of Malang. Handout eligibility data obtained from the results of validation by microbiology material experts and learning media experts. Meanwhile, the handout practicality data was obtained from the readability assessment results of Biology Study Program students who were currently taking the Microbiology course. The results showed that, the percentage of eligibility of handout material by the expert validator of microbiology material was 99.53% with very high or very valid eligibility criteria. The percentage of eligibility of handouts by instructional media expert validators is 98.14% with very high or very valid eligibility criteria. The percentage of practicality tests by students who were taking the Microbiology course resulted in 89.89% with very high practicality criteria. The results showed that research results-based Microbiology handouts were very feasible and practical to be used in microbiology learning activities.

Pengembangan Handout Berbasis Hasil Penelitian Daya Antagonisme Kapang Antagonis dan Kapang Patogen pada Tanaman Tomat

This study aims to produce valid and practical handouts for use in the learning process. This research was conducted in March-May 2020. The development model used is the ADDIE model, which consists of Analyze, Design, Develop, Implement, and Evaluate stages. Handout material is based on the results of research that has been carried out. The subject of the handout trial included a validator of Microbiology material experts, an expert validator of learning media, and a legibility test by 30 students of the Undergraduate Biology Education Study Program, FMIPA, State University of Malang who had taken the Microbiology course to assess the practicality of the handouts. Data collection techniques through distributing questionnaires and interviews. The data collection instruments were in the form of a validation sheet and a legibility test sheet containing handout assessment indicators. The results showed that, the Microbiology handout had a validation score of 98.25% from experts in Microbiology, and a validation score of 99.5% from instructional media experts with very valid criteria. While the readability test results by students obtained a score of 87.18% with very practical criteria. Based on the results of this assessment, it can be concluded that the handout "Antagonistic Power between Antagonistic Fungi and Pathogenic Fungi in Tomato Plants (Lycopersicum esculentum Mill.)" Is declared valid and practical to be used as microbiology teaching materials.

Pengembangan Handout Berbasis Penelitian Uji Daya Antibakteri Ekstrak Daun dan Kulit Batang Mahoni (Swietenia mahagoni)

The purpose of this study was to develop a handout based on the results of research on the antibacterial power of mahogany leaf and bark extract (Swietenia mahagoni). This research is a development research which refers to the ADDIE development model which consists of five stages, namely analyzing, designing, developing, implementing, and evaluating. The research object was students of the Biology Education Study Program, FSTT, Mandalika University of Education who had taken the Microbiology course. Handouts were validated by material expert validators, media experts, and a readability test to assess the practicality of handouts was carried out by students of the Biology Education Study Program, FSTT, Mandalika University of Education. The data were collected through a questionnaire and analyzed qualitatively and quantitatively. The percentage of results from the validation of experts in microbiology material was 97.61%, the validation of the instructional media experts was 97.72%, and the readability test by students was 91.79%. The results showed that handouts based on the results of research on the antibacterial power of mahogany leaf and bark extracts were very valid and suitable for use as teaching materials.

Analysis of Microbial Water Contamination, Soil Microbial Community Structure, and Soil Respiration in a Collaborative First-Year Students as Scholars Program (SAS).

The persistence of college students in STEM majors after their first-year of college is approximately 50%, with underrepresented populations displaying even higher rates of departure. For many undergraduates, their first-year in college is defined by large class sizes, poor access to research faculty, and minimal standing in communities of scholars. Pepperdine University and Whittier College, funded by a National Science Foundation award to Improve Undergraduate Stem Education (NSF IUSE), partnered in the development of first-year classes specifically geared to improve student persistence in STEM and academic success. This Students as Scholars Program (SAS) engaged first-year undergraduates in scholarly efforts during their first semester in college with a careful approach to original research design and mentoring by both faculty and upperclassmen experienced in research. Courses began by introducing hypothesis formulation and experimental design partnered with the scientific focus of each course (ecological, biochemical, microbiological). Students split into research teams, explored the primary literature, designed research projects, and executed experiments over a 6–7 week period, collecting, analyzing, and interpreting data. Microbiology-specific projects included partnerships with local park managers to assess water quality and microbial coliform contamination at specified locations in a coastal watershed. In addition, students explored the impact of soil salinity on microbial community structure. Analysis of these samples included next-generation sequencing and microbiome compositional analysis via collaboration with students from an upper division microbiology course. This cross-course collaboration facilitated additional student mentoring opportunities between upperclassmen and first-year students. This approach provided first-year students an introduction to the analysis of complex data sets using bioinformatics and statistically reliable gas-exchange replicates. Assessment of the impact of this program revealed students to view the research as challenging, but confidence building as they take their first steps as biology majors. In addition, the direct mentorship of first-year students by upperclassmen and faculty was viewed positively by students. Ongoing assessments have revealed SAS participants to display a 15% increased persistence rate in STEM fields when compared to non-SAS biology majors.

PENGEMBANGAN BUKU AJAR MIKROBIOLOGI SEBAGAI SUMBER BELAJAR MATA KULIAH MIKROBIOLOGI UMUM UNTUK MAHASISWA JURUSAN PENDIDIKAN BIOLOGI UNIVERSITAS BORNEO TARAKAN

This study aimed to determine the feasibility of a microbiology textbook as a learning resource for general microbiology courses. The type of research used is development research, according to Borg and Gall. The data collection instrument was a questionnaire. The assessment of the product developed was assessed by two content experts and two lecturers. The designated material experts are lecturers who are competent in the field of microbiology. Meanwhile, the designated practitioners are lecturers who are teaching general microbiology courses. Based on the research assessment results by material expert validators, the value is 84.75% and is categorized as very valid. In comparison, the assessment by practitioners obtained a value of 86.5%, with a very valid category. Keywords: Microbiology, Textbook

A Model Curriculum for Flipping an Allied Health Microbiology Course

The flipped classroom model is increasingly popular in higher education, due to a number of potential advantages. Students gain the ability to customize their learning by interacting with classroom concepts on their own schedule. By moving some content out of the classroom, instructors gain the ability to free up time for more active-learning exercises and to concentrate on higher-order levels of learning. This article describes a comprehensive curriculum for flipping an allied health microbiology course, including tips for video lecture content and for active-learning modules that can be used in the classroom.

Genetics bacterial teaching materials development based on flipbook in microbiology subject to improve learning motivation

Microbiology is the study of microbes where one of the materials is bacterial genetics. The results of observations about microbiology learning students experienced difficulties in understanding bacterial genetics, and there was no teaching material on bacterial genetics. Flipbook-based teaching materials are an alternative solution for teaching bacterial genetics well to students. The purpose of this study was to develop flipbook-based bacterial genetics teaching materials in microbiology courses at IKIP Budi Utomo. The development research model used is 4D including define, design, develop, and disseminate. This research is limited to the development stage. The results showed that the assessment of bacterial genetics teaching materials from material experts was 90.38%, media experts were 90%, field practitioner tests were 91.67% so that it met the very worthy criteria. The readability test with most of the students answered strongly agree with the statements about bacterial genetics teaching materials. The flipbook-based bacterial genetics teaching materials in the Microbiology course can improve learning motivation.Keywords: Learning materials, bacterial genetics, flipbook maker

The student-centered classroom: the new gut feeling.

A student-centered, interactive course-based undergraduate research experience (CURE) was implemented in a microbiology course in order to provide an authentic research experience and to stimulate student interest and improve understanding of fermentation, probiotics, the human microbiome and related topics. Students were immersed in the scientific process as they used fundamental techniques to investigate the probiotic composition of a fermented milk beverage, kefir-an unknown question with no predetermined outcomes. In order to assess the benefits and effect of this learning experience on the students, pre- and post-study surveys were administered using Qualtrics. Post-study, 93% of participants agreed that fermented foods are beneficial to human health (compared to 52% pre-study), and notably, 100% of participants indicated that they plan to apply this material in both their personal and professional lives and would suggest consuming probiotics or fermented products to alleviate gastrointestinal issues. As evidenced by demographic data, this CURE is suitable for implementation at both large and small institutions with diverse student populations. Collectively, these data indicate that this collaborative, discovery-based learning experience is a powerful educational tool, encouraging students to make real-life connections between microbiology, medicine and their own health.

Analisis Kebutuhan Pengembangan Bahan Ajar Mikrobiologi Berbasis Flipbook Maker di IKIP Budi Utomo Malang 2020

This study aims to determine the need for microbiology teaching materials based on the Flipbook Maker at IKIP Budi Utomo Malang. The development of this teaching material uses a model (ADDIE), this development model includes Analysis, Design, Development, Implementation and Evaluation. The method used is using questionnaires for students and for expert lecturers. Data were analyzed using descriptive analysis. The results showed that: 1) the number of book collections used was limited, the student learning process was bored and lacking understanding. 2) the need for Flipbook Maker teaching materials as additional references in lectures. 3) students assess the aspects of content, appearance and programming very well, making it easier for students to provide literature sources so that it can facilitate students in the process of learning activities. The conclusion in this research is that it is necessary to develop microbiology teaching materials based on the Flipbook Maker for microbiology courses.

Media Flipbooks Terintegrasi Edmodo Mikrobiologi Sebagai Upaya Pemberdayaan Kemampuan Metakognisi Mahasiswa di Masa Pandemi Covid-19

The purpose of this study is to recognize the application of flipbooks maker integrated Edmodo in the course of microbiology in empowering the student metacognitve ability in the covid-19 pandemy. The research method used Classroom Action Research. The subjects of the study were biology students of IKIP Budi Utomo at class B 2017. Instrument of the research consisted of semester learning plan of microbiology, test with Cognitive 5 category; rubric of metacognitive ability; and questionnaire of learning feedback. Data collection techniques used observation sheet and a special metakognitive ability test integrated with essay test with a score range of 1-7. The data analysis technique used qualitative descriptive analysis. The results of research showed that in cycle I the highest score reached level 6 of 21.5%, while in cycle II the highest score reached level 7 amounted to 39.8%. Meanwhile, the average score increased in cycle I, i.e. the ability of students’ metacognitive was 65,5 and cycle II amounted to 83.6. Thus, it can be concluded that the Flipbooks maker integrated Edmodo can empower the students metacognitive ability in the microbiology learning in the Covid-19 pandemic.

Awareness and perception of dentistry students studying in Cyprus regarding COVID-19: A cross-sectional study

COVID-19 has been recognized at the end of 2019 and has been recognized in more than 215 countries with more than 24 million reported cases. Dental practitioners were regarded under high risk of getting COVID-19 due to their working environment and the mode of transmission of the virus. Present study aimed to evaluate the awareness and assessing the knowledge of dental students and dentists on COVID-19.&#x0D; The study population consisted of undergraduate students who are currently studying dentistry in Cyprus. Students were sent an onlinesurvey and data were collected on 16th of April. Survey was comprised of questions about the demography, education level of the participants, their infection control knowledge, conditions that require treatment during pandemic.&#x0D; A total of 594 students with equal gender distribution joined the survey. The age group of the participants were mostly between 18-25 age (94%) with 63% pre-clinical and 37% clinical students. The majority of participants were aware that dentists were at high risk group in terms of COVID-19 (98.5%). When clinical questions were asked, data indicatedstrong relationship between participants’ responses with their level of study. Upon asking COVID-19 specific questions, participants that have taken microbiology course were reported to have higher correct answer rate.&#x0D; Dental students studying in Cyprus demonstrated high awareness of COVID-19 and the higher risks of COVID-19 exposure that dental professionals face. Study demonstrated the importance of microbiology courses, as it significantly affected the answers to the questions on diagnosis methods and immune response to COVID-19.

Antibiotic Resistance in Environmental Microbes: Implementing Authentic Research in the Microbiology Classroom.

Incorporating Undergraduate Research Experience in Microbiology Classroom. Dr. Mangala Tawde, Associate Professor, Department of Biological Sciences and Geology, Queensborough Community College, CUNY. Undergraduate Research (UR) experience is increasingly being recognized as one of the most transforming experiences students can have in their undergraduate years of education. To make it accessible to all students, incorporating authentic research experiences in the classroom is important and it is a major initiative at Queensborough community college; where we have institutionalized UR as a High Impact Practice. We incorporated an authentic research project into the Microbiology course curriculum for allied health majors. The research project was to isolate and identify antibiotic-resistant microbes from diverse environments. As students are aware of antibiotic resistance being a serious concern in today’s medicine, they get interested and are enthusiastically engaged in the research project. Students collect soil samples from various environments and locations of their choice and then they isolate and identify bacteria that may exhibit antibiotic resistance. The microbes isolated from diverse environments are identified based on the 16s rRNA sequence analysis as well as biochemical tests. The research experience is relevant and aligns well with the course curricula, course learning objectives as well as the college’s General Education objectives.