Action Research to Improve the Learning Space for Diagnostic Techniques

The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive...

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Autores principales:	Ellen Ariel, Leigh Owens
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2015
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/351ebfb879d44f6ababe58e79f936043
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id	oai:doaj.org-article:351ebfb879d44f6ababe58e79f936043
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spelling	oai:doaj.org-article:351ebfb879d44f6ababe58e79f9360432021-11-15T15:04:03ZAction Research to Improve the Learning Space for Diagnostic Techniques10.1128/jmbe.v16i2.9301935-78851935-7877https://doaj.org/article/351ebfb879d44f6ababe58e79f9360432015-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v16i2.930https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of “knowledge” and “understanding.” The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology EducationEllen ArielLeigh OwensAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 16, Iss 2, Pp 167-177 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Ellen Ariel Leigh Owens Action Research to Improve the Learning Space for Diagnostic Techniques
description	The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of “knowledge” and “understanding.” The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education
format	article
author	Ellen Ariel Leigh Owens
author_facet	Ellen Ariel Leigh Owens
author_sort	Ellen Ariel
title	Action Research to Improve the Learning Space for Diagnostic Techniques
title_short	Action Research to Improve the Learning Space for Diagnostic Techniques
title_full	Action Research to Improve the Learning Space for Diagnostic Techniques
title_fullStr	Action Research to Improve the Learning Space for Diagnostic Techniques
title_full_unstemmed	Action Research to Improve the Learning Space for Diagnostic Techniques
title_sort	action research to improve the learning space for diagnostic techniques
publisher	American Society for Microbiology
publishDate	2015
url	https://doaj.org/article/351ebfb879d44f6ababe58e79f936043
work_keys_str_mv	AT ellenariel actionresearchtoimprovethelearningspacefordiagnostictechniques AT leighowens actionresearchtoimprovethelearningspacefordiagnostictechniques
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Action Research to Improve the Learning Space for Diagnostic Techniques

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