TY - JOUR
T1 - Producing scientific posters, using online scientific resources, improves applied scientific skills in undergraduates
AU - Brown, James A.L.
N1 - Publisher Copyright:
© 2018, © 2018 Royal Society of Biology.
PY - 2020/1/1
Y1 - 2020/1/1
N2 - To succeed, undergraduate science students need to both acquire knowledge, and learn to apply it effectively. Here a novel 1st year undergraduate module (incorporating blended learning, applied bioinformatic skills and scientific posters) is described and its effectiveness evaluated (quantitatively and qualitatively). The aims were to engage students and teach applied skills through a process-oriented guided-inquiry learning (POGIL) based project, utilising common online tools. Given a nucleotide entry and utilising the National Centre for Biotechnology Information (NCBI) platform students had to identify a specific human syndrome. Students then retrieved and summarised key scientific data, presenting it as a scientific poster. The module effectiveness was demonstrated by the students ability to acquire knowledge (content) and apply it (process), by finding and extracting data from online databases. Assessment included evaluation of the students ability to analyse, visualise and explain acquired data as a scientific poster. Module evaluation used qualitative students surveys and quantitative assessment (pre- and post- module, multiple-choice quiz, assessing content or process specific knowledge). The module led to a significant increase in students applied, process specific, knowledge and enhanced their learning experience. This module demonstrates a successful method for incorporating applied learning into an undergraduate module, developing multiple applied professional skills.
AB - To succeed, undergraduate science students need to both acquire knowledge, and learn to apply it effectively. Here a novel 1st year undergraduate module (incorporating blended learning, applied bioinformatic skills and scientific posters) is described and its effectiveness evaluated (quantitatively and qualitatively). The aims were to engage students and teach applied skills through a process-oriented guided-inquiry learning (POGIL) based project, utilising common online tools. Given a nucleotide entry and utilising the National Centre for Biotechnology Information (NCBI) platform students had to identify a specific human syndrome. Students then retrieved and summarised key scientific data, presenting it as a scientific poster. The module effectiveness was demonstrated by the students ability to acquire knowledge (content) and apply it (process), by finding and extracting data from online databases. Assessment included evaluation of the students ability to analyse, visualise and explain acquired data as a scientific poster. Module evaluation used qualitative students surveys and quantitative assessment (pre- and post- module, multiple-choice quiz, assessing content or process specific knowledge). The module led to a significant increase in students applied, process specific, knowledge and enhanced their learning experience. This module demonstrates a successful method for incorporating applied learning into an undergraduate module, developing multiple applied professional skills.
KW - Bioinformatics
KW - enquiry-led
KW - online
KW - poster
KW - practical
KW - undergraduate
UR - http://www.scopus.com/inward/record.url?scp=85057333892&partnerID=8YFLogxK
U2 - 10.1080/00219266.2018.1546758
DO - 10.1080/00219266.2018.1546758
M3 - Article
AN - SCOPUS:85057333892
SN - 0021-9266
VL - 54
SP - 77
EP - 87
JO - Journal of Biological Education
JF - Journal of Biological Education
IS - 1
ER -