That's Sick! Introducing an Immunology Exercise to a Health Psychology Class (original) (raw)
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Out of the Curricular Shadows: Revolutionizing Undergraduate Immunology Education
Frontiers in Immunology, 2019
Immunology has its developmental roots in understanding protection of the host from pathogens, leading to the development of vaccines and subsequently identification of soluble and cellular components of the immune system. Thus, immunology education has historically been tightly linked to infectious disease. Decades of research have demonstrated that the complexity and intricacies of the immune system are far greater than perhaps was once imagined. As a system that interfaces with all other organ systems in the body, it plays a key role in both maintaining health and causing lifethreatening disease, thereby solidifying its importance in several clinical specialties beyond protective immunity. In the past decade, tremendous advances have taken place in which scientists and physicians have begun to harness the power of the immune system to create immunotherapies to fight cancer, inflammatory syndromes and autoimmune diseases. Thus, the argument can be made that training individuals in the field of immunology is becoming increasingly important. However, immunology is a highly conceptual discipline and understanding how the multiple cellular and soluble components of the immune system work in concert requires knowledge in a number of disciplines, including molecular biology, cell biology, genetics, and biochemistry. Time is needed for students to process, evaluate, and apply this information in meaningful ways. Concomitantly, knowledge in the field of immunology is expanding rapidly, bolstering the need for increased time in the curriculum to facilitate the ability of educators to convey information so that it can be effectively understood and applied. We propose that it is time for a renaissance in immunology education at the undergraduate level to better prepare individuals who will subsequently pursue careers in medicine, related health professions, and research. The purpose of this article is to discuss the current state of undergraduate immunology education with respect to its prevalence and how this compares to other biological disciplines, the need to develop robust immunology curricula at the undergraduate level and the importance of such programs in preparing students for pursuing postgraduate training in the health professions, and researchintensive careers.
Integration of Lecture and Role-Play in Teaching Immunology to Medical Students
Background Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient simulation-based approach, which can improve the students’ perception and imagination. In basic sciences, immunology is of high relevance in clinical situations, as immunological disorders are becoming increasingly prevalent. Objectives Given the importance of deep learning in immunology, we integrated role-play in teaching immunology to medical students in order to promote deep and durable learning. Methods In this study, two independent classes of medical students were evaluated in two consecutive academic semesters in 2014 - 2015. In one class, only lectures were conducted, while in the other class, lectures, along with role-play, were integrated. Pretest and posttest scores were determined at the beginning and end of the semesters in both classes, and the scores were compared. Also, the students’ point of view was studied using a questionnaire. Results The pretest score, which indicated the students’ general knowledge of immunology, was not significantly different between the two classes. However, there was an increase in the score of students participating in the class, which integrated lecture and role-play. In addition, the score obtained by female students, who participated in the class with lecture and role-play, was significantly higher than that of female students in the lecture-based class. The results of the questionnaire revealed that the students were satisfied with the integrated teaching method and believed that their knowledge had improved. Conclusions Based on the findings, dramatization can make learning an exciting process and improve the students’ understanding of immunology concepts.
Laboratory Science Training Improvement Using an Immunohematology Simulation Lab
Advances in Social Sciences Research Journal
Medical Laboratory Scientists are certified professionals who conduct assays on body fluids and other biological samples. To work in this profession one must earn a Bachelor of Science degree and complete a 12-month hospital internship. In the current state, most Medical Laboratory Science students gain their hands-on portion of their experiences in hospital laboratories. This time is severely limited, however, and can lead to inexperience upon the recent graduate beginning work. This article explores a grant-financed project to enhance the Medical Laboratory Science students’ Immunohematology experiences on campus prior to hospital experiences. The goals of this exposure are to reduce hospital errors and produce more marketable experienced graduates. This was accomplished through external grant funding, purchase of equipment and supplies, planning and management of a simulated immunohematology laboratory, and student participation in pre- and post-tests. This work was made po...
An Alternative Teaching Method for the Regulation of the Immune Response
Medical Education …, 2009
Our teaching experience has shown that dealing with the molecular aspects of the immune response regulation poses several difficulties. Therefore, we developed a panel board to verify whether or not this active-learning exercise could enhance students' learning and arouse their interest in subjects that are basically theoretical and complex. Methods: Twenty cardboard pieces labeled with the names of major regulators of the immune response and three panel boards with explanations on how major regulators work. Students had to match the cardboard pieces with the corresponding explanation. Results: One hundred forty students participated in this study. The overall response of the students to the game was very positive: 95.71% considered the panel board interesting and 95% said the panel board facilitated the understanding of the subject matter. The students' grades significantly improved (P<0.0001). Conclusion: The results obtained show the importance of using the panel board when trying to approach a subject that is vast and complex not only for students but also for professors.
STUDENTS' PERCEPTIONS ON SOME IMMUNOLOGICAL CONCEPTS
The Immunology is a recent scientific discipline. The complexity of its concepts and their ever-changing could present educational challenges for teachers and barriers to learning for learners. In this article, we have tried, through an investigation by a survey, to highlight the views of a group of students for some immunological concepts concerning vaccines and vaccination. The analysis of the survey's results allows us to assess whether these perceptions can represent potential obstacles to the further acquisition of knowledge in Immunology.
ICERI2017 Proceedings, 2017
Recent outbreaks threatening public health involving contaminated water or food with different microorganisms such as Escherichia coli or Cyclospora spp. in Europe as well as the 2014-16 Ebola crisis in West Africa have highlighted the relevance of teaching parasitology and infectious diseases to future biomedical scientists. The BSc Biomedical Science (BMS) programme at De Montfort University (DMU, Leicester, UK) is accredited by the Institute of Biomedical Sciences (IBMS). However, the dedicated time to study these topics was very little, limited to two 15 credit modules focused on general and basic medical microbiology. A series of important modifications have been undertaken since 2016 to ensure that our graduates receive comprehensive knowledge in parasitology/infectious diseases following the subject-specific threshold standards described by the Quality Assurance Agency (QAA, 2015). New lectures in these topics (virus, fungi, helminths, infectious diseases) were incorporated in our Basic Microbiology level 4 module after expanding this to 30 credits in the academic course 2016/17. Highly specialised training related with emerging parasites (e.g. Cyclospora, microsporidia) and haemorrhagic fever virus (e.g. Crimean-Congo Haemorrhagic Fever virus) was introduced in our level 6 Medical Microbiology module (15 credits), based on a successful novel teaching experience created by first responders to the Ebola outbreak in West Africa. Validated feedback questionnaires to assess the training were collected as well as final module level feedback (MLF) for each module through Blackboard. Students have highlighted high levels of engagement in both modules, specifically in the training provided in Medical Microbiology (n=121). Thus, some students have highlighted in the MLF that the case studies (e.g. related with free-living amoebas and Cyclospora spp.) "improved my understanding" and were "engaging". The specific questionnaire highlighted that 77.5% of final year students enjoyed the novel workshop created to respond to an outbreak of infection affecting the UK following evidence-based public health methodology. However, the module that showed most improvement in student satisfaction was Basic Microbiology (n=196), which showed a significant increase from 20% in the 2015/16 academic year to 64% in the current academic session. The MLF for Basic Microbiology also reported the following results: 95% (41% definitely agree, 54% agree) of students highlighted that this first year module provided them with opportunities to apply what they learnt; and 94% considered that the feedback provided was clear and fair. Although these results should be considered as preliminary, we consider that the initial changes undertaken in the BMS programme at DMU to date could improve students' understanding of emerging diseases, specifically about how to study and prevent emerging infectious diseases to protect public health. Future proposed improvements include the development of a complete elearning package for students and academics for teaching these topics in collaboration with Universities from Spain and practising Biomedical Scientists from the National Health Service. These resources will be accessible throughout 2018.
An Investigative, Cooperative Learning Approach to the General Microbiology Laboratory
Cell Biology Education, 2009
Investigative-and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences.
An Active-Learning Laboratory on Immunizations
American Journal of Pharmaceutical Education, 2012
Objective. To implement and evaluate an active-learning laboratory activity to teach pharmacy students about influenza, pneumococcal, and shingles vaccines. Design. The laboratory session was divided into 6 immunization stations: 3 stations on influenza including a pediatrics station, and 1 station each for pneumococcal, shingles, and anaphylaxis. Assessment. Although 118 of 123 (95.9%) students had completed an immunization training certificate prior to attending the laboratory, the average score on a pre-assessment to measure immunization knowledge and confidence was 56%. The post-assessment score was 87.4%. Students' confidence improved by 18.7% to 51.2% in each of the 5 areas assessed. Most respondents rated the activity overall as good or excellent on a post-activity evaluation. Conclusion. An active-learning approach to teaching immunizations allowed students to gain knowledge in simulated real-world experiences and reinforced key concepts on influenza, pneumococcal, and shingles vaccines.