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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: [email protected].
    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 JA 2011 Shadowing physicians JAMA 305 2414 2416 (Letter.) 10.1001/jama.2011.789 http://dx.doi.org/10.1001/jama.2011.789
2. Kitsis EA 2011 Shining a light on shadowing JAMA 305 1029 1030 10.1001/jama.2011.267 21386080 http://dx.doi.org/10.1001/jama.2011.267
3. Kitsis EA, Goldsammler M 2013 Physician shadowing: a review of the literature and proposal for guidelines Acad Med 88 102 110 10.1097/ACM.0b013e318277d5b2 http://dx.doi.org/10.1097/ACM.0b013e318277d5b2
4. Mentasti LE, Thibodeau EA 2006 Nonacademic characteristics of dental school applicants J Dent Educ 70 1043 1050 17021283
5. Modell HI, Michael JA 1993 Promoting active learning in the life science classroom Ann NY Acad Sci 701 1 151 10.1111/j.1749-6632.1993.tb19770.x http://dx.doi.org/10.1111/j.1749-6632.1993.tb19770.x
6. Wong KR, Gold JA 2011 Shadowing physicians JAMA 305 2414 2416 (Letter.) 10.1001/jama.2011.788 21673290 http://dx.doi.org/10.1001/jama.2011.788

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2016-05-04
2019-08-19

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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