Prelaboratory Preparation Research Articles

Empowering competence: A program-wide active learning framework for a pharmacy program

ObjectiveThis study aimed to develop and implement a program-wide active learning framework to guide active learning and assessment efforts in an entry-to-practice competency-based Doctor of Pharmacy program. MethodsThe development of the framework involved 3 stages: creation of a framework aligned with the program’s guiding principles, provision of training and support to faculty and students, and evaluation of the students’ and academic staff satisfaction using an online survey over 2 academic years (2022–2023). Data from this survey were analyzed descriptively. ResultsAn active learning framework that was aligned with the program’s guiding principles while allowing flexibility for individual teaching styles was developed. It consisted of 4 stages: preclass preparation, in-class work, prelaboratory preparation, and in-laboratory activities (emphasizing knowledge acquisition and competency development). Academic staff surveys reported higher satisfaction of staff in year 2 than year 3 of the program, with indications of further training on specific modalities. Students’ satisfaction improved from year 2 to 3, particularly, in areas related to class objectives, learning environment, and feedback. ConclusionThe transformation of a curriculum that includes the evolution of the teaching and learning strategy is a complex, long-term project that deserves continuing attention. Having frameworks in place helps the management, instructors, and students to understand the global direction, stay focused, and support the implementation of competency-based education and student-centered learning.

ALTERNATIVE PRE-LAB ASSESSMENT FOR PRACTICAL CHEMISTRY COURSES IN PRE-UNIVERSITY: IMPLEMENTATION OF JOTTER BOOK

The jotter book concept is not a novel method in scientific research. This practice is common not only among undergraduate students but also among postgraduate students, scientists, and researchers who use it to understand theories, concepts, and newly learned experimental procedures since it is important and significant pre-laboratory (pre-lab) preparation before an experiment is conducted. However, using a jotter book as one component of alternative pre-laboratory (pre-lab) assessment in assessing student achievement at pre-University level is something that has never been done before. In this paper, we proposed the rationale in implementation of the jotter book as one of the alternative assessments for the Chemistry course (SK0011-Practical Chemistry I and SK0021-Practical Chemistry II) for the foundation of science students in the Preparatory Centre for Science and Technology (PPST), Universiti Malaysia Sabah. Sample of 353 students from the intake session 2020/2021 are involved in this study. The improvement in the student grade from semester 1 to semester 2 will be discuss in this paper as the preliminary study.

We Should Keep Developing Digital Laboratory Resources in the Postpandemic Era

Assumptions about the feasibility of teaching chemistry laboratories online have been challenged by the ongoing COVID-19 pandemic. We argue that, despite the fact that pandemic social distancing restrictions will be eventually eliminated, the development of quality digital laboratory resources must continue to receive attention from the chemistry community. Even if higher education institutions fully return to in-person operating conditions, these materials could serve as prelaboratory preparation to reduce student anxiety, as supplementary support materials to enhance student understanding, as optional distance education resources for students unable to be present in the laboratory, and as training materials for teaching assistants.

Using the Anatomy Learning Space as a Laboratory to Teach Ethics and Professionalism

In medical education, much learning occurs outside of the stated educational objectives [1]. Recognizing the potential impact of the “hidden curriculum” on professional formation, an educational intervention was designed to intentionally bring forward issues of professionalism and ethics that could be addressed through the teaching of anatomy [2,3]. This educational intervention sought to use the anatomy dissection experience as a ‘laboratory’ to teach ethics and professionalism to first year medical students (M1s). The educational intervention consisted of three components: (1) an online, pre-laboratory preparation module, (2) the laboratory experience, and (3) a reflective post-laboratory debriefing session. The first component included video presentations from a physician and lawyer each with training in bioethics introducing ethical and professional considerations prior to actually beginning the laboratory experience. After the laboratory experience, students engaged with an ethical case study and debriefing session. A brief survey was conducted at the conclusion of the session asking M1s to reflect on the ethical and professional impact of the experience. Students were asked to rate their responses on a 5 (strongly agree) to 1 (strongly disagree) scale indicating how each educational component prepared them for professional and ethical issues encountered in the laboratory. For the online, pre-laboratory preparation, the average student response was 4.1. For the laboratory component the students gave an average rating of 4.4. For the post-laboratory debriefing session students’ average response was 4.7. The average response when asked to rate the overall effectives of the educational intervention for learning ethics and professionalism was a 4.7. In regards to the question of how the educational intervention helped students have a greater respect for the dignity of human persons, the average response was a 4.6. Using the anatomy laboratory experience as an intentional space for teaching ethics and professionalism created opportunity for students to integrate professional and ethical formation into their education. The impact on learning in this space, and recognition of the importance of respecting the dignity of human persons was impactful. This is significant as it recognizes the possibility and effectiveness of integrating ethics and professionalism teaching into the laboratory and other curricular spaces.

Using Edpuzzle to improve student experience and performance in the biochemistry laboratory.

Student preparation has been shown to be of appreciable importance to student success in laboratory components of science courses. To promote student engagement prior to each laboratory session, technique and content videos, online assessments, and additional methods aiming to decrease cognitive load have been put into effect. Edpuzzle allows for instructors to effectively combine all of these components on a free, user-friendly, cloud-based platform. To improve student experience and performance in the introductory Biochemistry laboratory, Edpuzzle videos were incorporated into the curriculum. Ten videos were created and assigned to students on the platform. The platform allowed students to view the videos at their own pace and provided immediate feedback from assessments embedded within the videos. Student perceptions of Edpuzzle were favorable and the platform helped to promote student engagement in the material prior to the laboratory session which resulted in improvements in the Biochemistry lab experience. Edpuzzle has shown to be a highly effective tool for student engagement in the Biochemistry laboratory and can be utilized in other undergraduate laboratories as a replacement for existing pre-laboratory preparation methods.

Using the Flipped Classroom Model for Student Pre-laboratory Preparation in a Science Course: An Action Research Study

Using the Flipped Classroom Model for Student Pre-laboratory Preparation in a Science Course: An Action Research Study

Examining the first-person perspective as appropriate prelaboratory preparation.

Prelaboratory tasks are used to facilitate learning and introduce and provide context for laboratory work. The application of first-person perspective (FPP) technology may provide interesting new approaches to providing prelaboratory preparation. However, there is limited knowledge as to whether this perspective is useful or enjoyable for students preparing for laboratory tasks. The purpose of this study was to examine whether prelaboratory preparation, utilizing the FPP technique, was enjoyable and led to improvements in laboratory task-specific self-efficacy in comparison to the traditional text-only (TO) style. We observed that the FPP group found the style to be generally more enjoyable, entertaining, and generally fun compared with the TO group (5.3 ± 0.2 and 2.7 ± 0.3, respectively, P < 0.05). Furthermore, we found that the FPP group had a greater laboratory task-specific self-efficacy than their counterparts in the TO group, following the prelaboratory preparation (93.6 ± 1.6 and 83.5 ± 3.2, respectively, P < 0.05). We did not find any differences in scenario-based self-efficacy between the FPP and the TO group. Taken together, our data support the use of FPP videos as a novel, refreshing approach to prelaboratory preparation that builds self-efficacy in students performing laboratory tasks.

A novel practical pedagogy for terminal assessment

The present paper reports upon the design and implementation of a novel practical work pedagogy that is shown to increase students’ retention of practical procedures. The chemistry exams, for 15 to 16-year olds in England, will be assessed entirely through terminal examination questions from 2018. Longer term retention of learning is critical if these students are to minimise any discrepancy in attainment that may arise from following curricula with a coursework component. The novel design, underpinned by Cognitive Load Theory and Social Constructivism, involves pre-laboratory preparation and employs oracy to promote thinking during practical work. Three equivalent chemistry groups within the same school undertook neutralisation and crystallisation practical tasks and their practical work exam question attainment data is analysed. The novel pedagogy is trialled as a neutralisation task with one group and affective outcomes are determined through Likert scale activity feedback questionnaire. Attainment data shows a statistically significant higher mark in practical exam question attainment for the intervention compared to the control group when tested ten weeks after the teaching episode.

Students’ attitudes towards online pre-laboratory exercises for a physics extended curriculum programme

ABSTRACT Background: Students’ well preparedness for laboratory sessions is of importance for a number of reasons including them being able to engage in and learn from the session and in acquiring the necessary laboratory skills needed for the scientific community and for possible further work in industry. To enhance the preparedness of the students an online environment was designed, developed and implemented in a structured logical manner. Purpose: The purpose of this exploratory study is to investigate student perceptions in a Science Extended Curriculum Program (ECP) of both the traditional pen and paper method they used in 2016, and the new online resource method they used in 2017 to better prepare them for Physics laboratories, and to compare the two methods. Sample: N = 51 students from a first-year Extended Curriculum Programme in physics at a South African university voluntarily participated in this study. Design and methods: The research was conducted using two non-standardised structured questionnaires where the enrolled ECP students were asked both open-ended – and closed questions (using a Likert response scale). Google Forms using graphs assessed these responses. An additional source of data was iKamva/Sakai which is the University of Western Cape’s institutional Learning Management (LMS) system, which allowed for detailed information regarding online activities. Results: Four main research questions focussing on preparedness, time spent, lab activities and online resources were identified. Findings from these suggest that an introduction of an online environment positively affected the students’ perceptions of the online environment for pre-laboratory preparation in comparison with using traditional pen and paper. Conclusions: The present study has successfully managed to both reveal that the introduction of online environment for Physics laboratories brought about some positive benefits as perceived by the students, as well as fruitful avenues for future research. While more work is needed, in terms of research and continuing evaluation of eLearning in Physics education, there is reason to be positive in terms of renewed emphasis to add blended learning within the broader Physics learning and teaching communities.

Developing a Dissection‐based Human Anatomy Laboratory Manual to Target Course and Laboratory Learning Objectives at the University of Guelph

Dissection‐based human anatomy is an inherently time‐consuming process. Accordingly, students must use their time in the laboratory as efficiently as possible. There are many commercial resources that are currently available to students for pre‐laboratory preparation at home; however, preliminary data gathered from student questionnaires (n = 217) indicate that a significant proportion of third‐year undergraduate students enrolled in human anatomy at the University of Guelph choose not to use these resources to prepare for their laboratory sessions (p&lt;0.01). Anecdotal student feedback revealed that their avoidance of the resources was because the students typically perceived the commercial resources to be overly text‐based and lacking alignment with the course curriculum. Therefore, we created a preparatory dissection‐based laboratory manual as a part of an ongoing project in which we are developing, evaluating, and refining educational tools to enhance our human anatomy program. To maximize the potential impact of all such laboratory resources, we aim to develop the dissection‐based laboratory manual to: 1) specifically target the University of Guelph's human anatomy course and laboratory learning objectives, 2) bridge lecture and laboratory content, and 3) enable students to address basic practical and clinical applications of anatomy. To achieve these objectives, the manual incorporates various educational components, including dissection‐based cadaveric images, digital illustrations and schematics, dissection instructions, and active‐learning exercises. These components will be integrated to help students visualize and understand concepts such as: 1) the origins and pathways of nerves and arteries that are initially discovered and examined in distal sites, 2) compartmentalization of the limbs, and 3) relative levels of depth between structures and their organization within the human body. In addition, the manual targets course concepts that are not easily visualized or understood with a regional anatomy approach, given the time constraints and the schedules of our dissection‐based courses. By making this resource available to students outside of the laboratory, our goal is to promote student preparedness for each session and enhance the quality of learning within the human anatomy laboratory itself. Student feedback sessions will be used to inform further development of the laboratory companion and improve future editions of the resource.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Erratum: Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes.

To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom-made, three-dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in-class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011-2013; n = 242) and three years after (2014-2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi-cumulative laboratory examination, scores were significantly higher in the post-flip classes (P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection-based course. Anat Sci Educ 11: 385-396. © 2017 American Association of Anatomists.

Application of flipped classroom pedagogy to the human gross anatomy laboratory: Student preferences and learning outcomes.

To improve student preparedness for anatomy laboratory dissection, the dental gross anatomy laboratory was transformed using flipped classroom pedagogy. Instead of spending class time explaining the procedures and anatomical structures for each laboratory, students were provided online materials to prepare for laboratory on their own. Eliminating in-class preparation provided the opportunity to end each period with integrative group activities that connected laboratory and lecture material and explored clinical correlations. Materials provided for prelaboratory preparation included: custom-made, three-dimensional (3D) anatomy videos, abbreviated dissection instructions, key atlas figures, and dissection videos. Data from three years of the course (n = 241 students) allowed for analysis of students' preferences for these materials and detailed tracking of usage of 3D anatomy videos. Students reported spending an average of 27:22 (±17:56) minutes preparing for laboratory, similar to the 30 minutes previously allocated for in-class dissection preparation. The 3D anatomy videos and key atlas figures were rated the most helpful resources. Scores on laboratory examinations were compared for the three years before the curriculum change (2011-2013; n = 242) and three years after (2014-2016; n = 241). There was no change in average grades on the first and second laboratory examinations. However, on the final semi-cumulative laboratory examination, scores were significantly higher in the post-flip classes (P = 0.04). These results demonstrate an effective model for applying flipped classroom pedagogy to the gross anatomy laboratory and illustrate a meaningful role for 3D anatomy visualizations in a dissection-based course. Anat Sci Educ 11: 385-396. © 2017 American Association of Anatomists.

First trimester pregnancy loss: Clinical implications of genetic testing.

Around 10-15% of pregnancies result in a spontaneous first trimester miscarriage, which is most frequently caused by chromosomal abnormalities, mainly aneuploidies. Genetic analysis of pregnancy loss includes conventional G-banding karyotyping and various molecular methods. Apart from variable methodological limitations, the effectiveness of genetic analysis depends on the type and quality of the tested sample. To improve the reliability of genetic testing, we present methods of appropriate collection and pre-laboratory preparation of chorionic villi from first trimester miscarriage. We also discuss issues of maternal cell contamination, placental mosaicism and reciprocal and Robertsonian translocations in the context of interpretation of the results and genetic counseling.

Virtual laboratories in science education: students’ motivation and experiences in two tertiary biology courses

Potential benefits of simulations and virtual laboratory exercises in natural sciences have been both theorised and studied recently. This study reports findings from a pilot study on student attitude, motivation and self-efficacy when using the virtual laboratory programme Labster. The programme allows interactive learning about the workflows and procedures of biological and biochemical experiments, the operation of relevant apparatuses, including the ability to adjust parameters, and the production of results. The programme was used as supplement to mandatory laboratory exercises in two undergraduate courses (i. microbiology and ii. pharmaceutical toxicology) at the University of Southern Denmark. With a theoretical basis in motivational theories, students’ (n = 73) motivation and attitude towards the virtual exercises were evaluated. After completing virtual laboratory cases, the students felt significantly more confident and comfortable operating laboratory equipment, but they did not feel more motivated to engage in virtual laboratories compared to real laboratories. Teachers observed that students were able to participate in discussions at higher levels than in previous years where the programme was not used. The study concludes that virtual laboratories have the potential to improve students’ pre-laboratory preparation.

Using HPLC‐mass spectrometry to teach proteomics concepts with problem‐based techniques

Practical instruction of proteomics concepts was provided using high-performance liquid chromatography coupled with a mass selective detection system (HPLC-MS) for the analysis of simulated protein digests. The samples were prepared from selected dipeptides in order to facilitate the mass spectral identification. As part of the prelaboratory preparation, students calculated the parent ion patterns of the dipeptides using peptide calculator websites. Following instruction on the use of the HPLC-MS instrument, students analyzed mixtures of the dipeptides and identified the individual dipeptides in the unknowns. In addition, purchased chicken egg white lysozyme alkylated with iodoacetamide and digested with trypsin was analyzed using the same approach. Key tryptic peptides were identified from the HPLC-MS chromatogram with information generated with the FindPept tool. This experiment demonstrates that complex concepts can be taught in the undergraduate biochemistry laboratory using a problem-based approach.

An Action Research Report: Improving Pre-Laboratory Preparation of First-Year University Chemistry Students

Action research is the most informal of the naturalistic research methods. Its goal is not to test the truth or falsity of a hypothesis. Instead, action research is directed at developing descriptions of existing situations that can be used to evaluate and modify those situations. The work of Rolnick, Zwane, Staskun, Lotz, and Green () described here is an example of the use of action research in evaluating and improving students' pre-laboratory preparation in a first-year chemistry course at a university in South Africa.

Improving pre-laboratory preparation of first year university chemistry students

This study uses an action research approach to investigate how different modes of pre-laboratory preparation contribute towards a fruitful laboratory experience for first year students on an access programme. We considered the experience to be fruitful if the students successfully acquired procedural understanding, communicative competence and were able to apply the conceptual understanding to make the purpose of the labs meaningful. A group of students was observed by participant observers during 1996. Data was gathered during laboratory sessions and from written pre-laboratory work. These data were analysed and changes were instituted in the running and conceptualization of the laboratory in the subsequent year. A group of students was again observed and data collected. Two important factors emerged from the analysis of the data. One finding was the importance of adequate student preparation for the laboratories, regardless of the mode of preparation employed. Another was that the ability to prepare depended on the conceptual and procedural understanding of the laboratory as a whole. Preparedness is also important if conceptual benefit is to be obtained from the practical experience.

The effect of a new prelaboratory procedure on students' achievement in chemistry

AbstractThe primary purpose of this study was to develop an alternative model, the Prelaboratory Preparation Period (PLPP), to be used to introduce freshman level students to weekly laboratories and to evaluate student academic achievement as the result of attending the Prelaboratory Preparation Period. The sample was composed of 233 students taking introductory chemistry at Auburn University. The data were collected over a four quarter period of time. A posttest‐only control group design with five experimental and three control groups was used to investigate the effect of the Prelaboratory Preparation Period. A Multivariate Analysis of Variance (MANOVA) was used to determine if significant differences existed between academic achievement of the experimental and control groups. Results of the analysis indicated that a significant difference (α = 0.05) in academic performance existed between the two groups. It was concluded that the Prelaboratory Preparation Period increased the academic achievement of students enrolled in an introductory chemistry course.