1887

Use of Shadowing-Based Learning in an Allied Health Microbiology Course

    Author: Alex A. Lowrey1
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    Affiliations: 1: Department of Biology, University of North Georgia, Gainesville, GA 30503
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 04 May 2016
    • ©2016 Author(s). Published by the American Society for Microbiology.
    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.

    • Supplemental materials available at http://asmscience.org/jmbe
    • Corresponding author. Mailing address: University of North Georgia, College of Science & Mathematics, Department of Biology, Gainesville Campus, P.O. Box 1358, Gainesville, GA 30503. Phone: 678-717-3772. Fax: 678-717-3770. E-mail: alex.lowrey@ung.edu.
    Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 290-291. doi:10.1128/jmbe.v17i2.1075
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    Abstract:

    Students in an undergraduate microbiology course for health professions majors perform a shadowing-based learning exercise for their course project. Students accomplish this by shadowing a health care professional of their choice, specifically incorporating basic microbiological concept themes into their observations. These concept themes include the biological nature, health effects, detection, and control of microorganisms. Upon completion of the shadowing experience, students present a concise report, which is graded on how well the students connect course scientific concepts with actual clinical practice.

References & Citations

1. Freischlag JA2011Shadowing physiciansJAMA30524142416(Letter.)10.1001/jama.2011.789 http://dx.doi.org/10.1001/jama.2011.789
2. Kitsis EA2011Shining a light on shadowingJAMA3051029103010.1001/jama.2011.26721386080 http://dx.doi.org/10.1001/jama.2011.267
3. Kitsis EA, Goldsammler M2013Physician shadowing: a review of the literature and proposal for guidelinesAcad Med8810211010.1097/ACM.0b013e318277d5b2 http://dx.doi.org/10.1097/ACM.0b013e318277d5b2
4. Mentasti LE, Thibodeau EA2006Nonacademic characteristics of dental school applicantsJ Dent Educ701043105017021283
5. Modell HI, Michael JA1993Promoting active learning in the life science classroomAnn NY Acad Sci701115110.1111/j.1749-6632.1993.tb19770.x http://dx.doi.org/10.1111/j.1749-6632.1993.tb19770.x
6. Wong KR, Gold JA2011Shadowing physiciansJAMA30524142416(Letter.)10.1001/jama.2011.78821673290 http://dx.doi.org/10.1001/jama.2011.788
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/content/journal/jmbe/10.1128/jmbe.v17i2.1075
2016-05-04
2017-09-26

Abstract:

Students in an undergraduate microbiology course for health professions majors perform a shadowing-based learning exercise for their course project. Students accomplish this by shadowing a health care professional of their choice, specifically incorporating basic microbiological concept themes into their observations. These concept themes include the biological nature, health effects, detection, and control of microorganisms. Upon completion of the shadowing experience, students present a concise report, which is graded on how well the students connect course scientific concepts with actual clinical practice.

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