Virtual Interactive Bacteriology Laboratory
| Autor: | Geraud Plantegenest, Jiatyan Chen, Cindy Arvidson |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2011 |
| Předmět: |
Medical education
Engineering Medicine (General) Coagulase Test Bacteria business.industry education General Medicine Gram Stain Osteopathic medicine in the United States Education Coagulase test R5-920 ComputingMilieux_COMPUTERSANDEDUCATION Catalase Test Oxidase Test Catalase test Antimicrobial Susceptibility Testing business GeneralLiterature_REFERENCE(e.g. dictionaries encyclopedias glossaries) |
| Zdroj: | MedEdPORTAL, Vol 7 (2011) |
| ISSN: | 2374-8265 |
| DOI: | 10.15766/mep_2374-8265.8392 |
| Popis: | Introduction The first-year medical students at Michigan State University Colleges of Human and Osteopathic Medicine take a microbiology course that includes a wet lab. This experience introduces the student to diagnostic tests that are done in a clinical microbiology laboratory and demonstrates how the results of those tests can be used to identify pathogenic bacteria. The Virtual Interactive Bacteriology Laboratory (VIBL) was designed to provide the laboratory experience in the introductory microbiology course yet do so without the traditional wet lab facilities. This allows for the remote learning of the basic concepts of representative clinical bacteriology lab tests. Methods VIBL was developed to replace two (latex agglutination and streak plate) of the three live 2-hr laboratory sessions that are part of a course in medical microbiology. The students are expected to do all of the exercises prior to the live laboratory session as preparation for that session. To ensure that they do so, an online quiz, administered through a secure course management system, is given that the students may complete in their own time and ideally while they are going through the exercises. The opening page of each exercise then contains a main menu of four choices: description (a detailed description of the test including the scientific principle behind the test and how it is carried out and interpreted), steps (detailed instructions for how to carry out the exercise, in some cases this includes short video clips of steps), credits, and a start button (begins the exercise). Results For the spring 2011 semester offering, VIBL was made available to first-year students at the College of Human and Osteopathic Medicine. At the end of the semester, the students were required to evaluate the labs. To the statement “The virtual labs were adequate preparation for the live lab exercise” 70% of the students responded “agree” or “strongly agree” (3.8/5.0 on a Likert scale). To the statement “The virtual labs were user friendly” 77% responded “agree” or “strongly agree” (4.0/5.0 on a Likert scale). Written comments were largely positive and included statements such as “put together well and I had wonderful time going through it!”, “incredibly realistic and very well designed”, and “a nice interactive way to study some of the material.” Discussion Teaching efficiency is enhanced by the use of visually attractive online images, user-friendly interactive activities, repeatable access, and real-time assessment of learning. Virtual modules such as this are designed to mimic the real-life procedures, allowing possible inappropriate operation to demonstrate the corresponding consequences. Thus, students not only learn the right procedure, but also acquire the ability to identify and interpret incorrect results. |
| Databáze: | OpenAIRE |
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