1887

Using the Primary Literature in an Allied Health Microbiology Course

    Author: DONALD P. BREAKWELL1,*
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    Affiliations: 1: Department of Microbiology and Molecular Biology, Brigham Young University, Provo, Utah 84602
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • *Mailing address: Department of Microbiology and Molecular Biology, Brigham Young University, Provo, UT 84602. Phone: (801) 422-2378. E-mail: [email protected].
    • Copyright © 2003, American Society for Microbiology. All Rights Reserved.
    Source: J. Microbiol. Biol. Educ. May 2003 vol. 4 no. 1 30-38. doi:10.1128/154288103X14285806272391
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    Abstract:

    A strategy was adapted for using the primary literature to foster active learning in an allied health microbiology course. Recent journal articles were selected that underscored the fundamental microbiological principles to be learned in each course unit. At the beginning of the semester, students were taught the relationship between the layout of scientific articles and the scientific method. During the rest of the semester, students were oriented to the topic of each paper by viewing videos from reading assigned pages from the text, and participating in mini-lectures and discussions. After all preparatory material was completed, a paper was read and discussed in small groups and as a class. Students were assessed using daily reading quizzes and end-of-unit concept quizzes. While reading quizzes averaged approximately 93%, concept quiz grades averaged approximately 82%. Student recognition of the terms used in each unit’s scientific article was assessed with pre-read and post-read wordlists. For the self-assessment, the percent change between pre-read and post-read word cognition was, as expected, highly significant. Approximately 80% of students agreed that reading the scientific articles was a valuable part of the class and that it provided meaning to their study of microbiology. Using the primary scientific literature facilitated active learning in and out of the classroom. This study showed that introducing the scientific literature in an allied health microbiology class can be an effective way of teaching microbiology by providing meaning through the current literature and understanding of the scientific method.

Key Concept Ranking

Food Spoilage Yeast
0.4268449
0.4268449

References & Citations

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2. Bonwell CC, Eison JA 1991 Active learning: creating excitement in the classroom ASHE-ERIC higher education report, no 1 The George Washington University Washington, D.C.
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4. Camill P 2001 Using journal articles in an environmental biology course J Coll Sci Teaching 30 38 43
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11. Fortner RW 1999 Using cooperative learning to introduce undergraduates to professional literature J Coll Sci Teaching 28 261 265
12. Handelsman J 2002 Microbiology as a change agent in science education ASM News 68 163 167
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14. Houde A 2000 Student symposia on primary research articles J Coll Sci Teaching 30 184 187
15. Janick-Buckner D 1997 Getting undergraduates to critically read and discuss the primary literature J Coll Sci Teaching 27 29 32
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17. Kronick DA 1985 The literature of the life sciences ISI Press Philadelphia, Pa.
18. Lord TR 1994 Using constructivism to enhance student learning in college biology J Coll Sci Teaching 23 6 346 348
19. McNeal AP 1989 Real science in the introductory course Weaver FS Promoting inquiry in undergraduate learning Jossey-Bass San Francisco, Calif
20. Motaleb MA, Corum L, Bono JL, Elias AF, Rosa P, Samuels DS, Charon NW 2000 Borrelia burgdorferi periplasmic flagella have both skeletal and motility functions Proc. Natl. Acad. Sci. USA 97 10899 10904 10.1073/pnas.200221797 10995478 http://dx.doi.org/10.1073/pnas.200221797
21. Muench SB 2000 Choosing primary literature in biology to achieve specific educational goals J Coll Sci Teaching 29 255 260
22. National Research Council 1997 Science teaching reconsidered: a handbook National Academy Press Washington, D.C.
23. O’Gara EA, Hill DJ, Maslin DJ 2000 Activities of garlic oil, garlic powder, and their diallyl constituents against Helicobacter pylori Appl. Environ. Microbiol. 66 2269 2273 10.1128/AEM.66.5.2269-2273.2000 http://dx.doi.org/10.1128/AEM.66.5.2269-2273.2000
24. Pechenik JA 2001 A short guide to writing about biology 4th ed Longman Boston, Mass
25. Rodrigues F, Corte-Real M, Leao C, van Dijken JP, Pronk JT 2001 Oxygen requirements of the food spoilage yeast Zygosaccharomyces bailii in synthetic and complex media Appl. Environ. Microbiol. 67 2123 2128 10.1128/AEM.67.5.2123-2128.2001 11319090 http://dx.doi.org/10.1128/AEM.67.5.2123-2128.2001
26. Sagripanti J-L, Bonifacino A 1999 Bacterial spores survive treatment with commercial sterilants and disinfectants Appl Environ Microbiol 65 4255 4260 10473448
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/content/journal/jmbe/10.1128/154288103X14285806272391
2003-05-01
2019-08-19

Abstract:

A strategy was adapted for using the primary literature to foster active learning in an allied health microbiology course. Recent journal articles were selected that underscored the fundamental microbiological principles to be learned in each course unit. At the beginning of the semester, students were taught the relationship between the layout of scientific articles and the scientific method. During the rest of the semester, students were oriented to the topic of each paper by viewing videos from reading assigned pages from the text, and participating in mini-lectures and discussions. After all preparatory material was completed, a paper was read and discussed in small groups and as a class. Students were assessed using daily reading quizzes and end-of-unit concept quizzes. While reading quizzes averaged approximately 93%, concept quiz grades averaged approximately 82%. Student recognition of the terms used in each unit’s scientific article was assessed with pre-read and post-read wordlists. For the self-assessment, the percent change between pre-read and post-read word cognition was, as expected, highly significant. Approximately 80% of students agreed that reading the scientific articles was a valuable part of the class and that it provided meaning to their study of microbiology. Using the primary scientific literature facilitated active learning in and out of the classroom. This study showed that introducing the scientific literature in an allied health microbiology class can be an effective way of teaching microbiology by providing meaning through the current literature and understanding of the scientific method.

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FIG. 1

Flow chart representing the overall course design.

Source: J. Microbiol. Biol. Educ. May 2003 vol. 4 no. 1 30-38. doi:10.1128/154288103X14285806272391
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FIG. 2

Figure used in concept quiz question. The figure is adapted from data reported in O’Gara et al. ( 23 ). The legend refers to concentrations of garlic powder used in the original report.

Source: J. Microbiol. Biol. Educ. May 2003 vol. 4 no. 1 30-38. doi:10.1128/154288103X14285806272391
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FIG. 3

Student perceptions of using the scientific literature in an allied health microbiology class. Data represent the percentage of students responding to an end-of-course survey. Approximately 93% of enrolled students participated in the survey.

Source: J. Microbiol. Biol. Educ. May 2003 vol. 4 no. 1 30-38. doi:10.1128/154288103X14285806272391
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FIG. 4

Student perceptions of course format. Data represent the percentage of students responding to an end-of-course survey. Approximately 93% of enrolled students participated in the survey.

Source: J. Microbiol. Biol. Educ. May 2003 vol. 4 no. 1 30-38. doi:10.1128/154288103X14285806272391
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Image of FIG. 5

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FIG. 5

Comparison of observed and predicted percent change in words recognized in a student self-assessment. Predicted data were determined by a mixed model. (List of articles in Table 1 .)

Source: J. Microbiol. Biol. Educ. May 2003 vol. 4 no. 1 30-38. doi:10.1128/154288103X14285806272391
Download as Powerpoint

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