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D R M A U R I Z I O C O S T A B I L E
The development of innovative and engaging digital simulations for the laboratory based
teaching of Biochemistry.
Group Poll
Access the following link:
http://etc.ch/YQwN
There are 3 short questions to help guide the workshop.
Introduction
Biochemistry is a challenging area of science for students1.
The practical class demonstration of key principles can be difficult for students to grasp.
Learning is hampered by a lack of sufficient chemistry and mathematics (skills/confidence).
Since, 2010, intake into our Biochemistry course has increased by 42% due to changes in entry requirements.
Students struggle with practical classes, especially the practical, “Enzyme kinetics”
1: Wood, EJ. 2010. Biochem Ed. 18:170-172.
Chosen approach
An interactive simulation which covered all aspects of the Enzyme kinetics practical was developed in 2013.
Simulation was implemented in 2014, modified based on student feedback and continues to be successfully used today.
Method
Student Cohort 2nd year undergraduate students Laboratory Medicine, Medical Science & Nutrition (Core) Pharmaceutical Science, Science, International (Elective)
Students have varying background knowledge of chemistry and
mathematics and entrance scores.
Impact of the Simulation
After the first implementation of the simulation, the impact of the intervention was assessed by: Detailed student questionnaire Student performance in the formal practical report Results compared to pooled data from previous cohorts.
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Student feedback-Engagement
Comment Benefit
“The sim provided the information in a new way which helps understanding”
Novel mode of teaching.
“Do it in your own time and from home” Students in control of their learning.
“The sim was much more engaging and less time consuming than looking through notes and a textbook”
Interactivity
Student feedback-Preparation
Comment Benefit
“Explaining a topic that has not yet been covered in lectures before the practical class on that topic”
Prior preparation.
Student feedback-Calculations
Comment Benefit
“The explanation of calculations prior to attending the wet lab session provided a clearer understanding of the calculations and concepts before commencing the practical”
Explanation of key maths concepts
Student feedback-Revision
Comment Benefit
“I liked the quiz at the end which tested what I had just learnt and helped reinforce points”
Reinforcement of concepts.
“I referred to the sim numerous times to help with my understanding of the practical results and feel I wouldn’t have been able to do my write up without it”
Report completion.
“Job well done” Personal teaching satisfaction.
To date, there has been continued improvement in student performance compared to 2011-13. Indicates a continued benefit of the simulation over time.
Parameter 2011-13 2014 2015 2016
Students 302 120 124 126
Minimum score 4.5 5.5 6.3 6
Median Score 8 8.4 8.2 8.1
Maximum Score 9 9.5 9.5 9.5
Mean Score 7.7 8.1 8 8.1
Student performance
Student performance
The upper bar is the upper quartile; the horizontal line is the median, and the lower bar is the lower quartile of marks. The length of the bars represents the total number of students in that range.
50% pass
Year 2011-2013 2014 2015 2016
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Score
Sco
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Benefit of the Simulation
Simulation benefited the weaker performing students. Students used the simulation multiple times during
the course. Due to timetabling, students previously undertook the
practical BEFORE the lectures were delivered. Students now have the ability to view the material
well ahead of the practical class.
Advantages
Once developed the simulation can be used for many years.
Changes can be easily made to update content where needed.
A simulation can be adapted for use across courses. E.g. Biochemistry Mathematics Sim is now being used
in the Pharmacy course, Health Professional Essentials.
Implementation strategy
Students should be made aware of the potential benefits of using the simulation at the START of teaching.
Should be encouraged to access the simulation PRIOR to the wet lab session.
Should re-visit the simulation AFTER the wet lab session.
Support required for this approach
There needs to be motivation and time to initiate and pursue the development of simulation(s) by teaching staff. Use external experts ($).
Specialists in educational support are needed at the Institutional level. University funding or grant support.
Software costs/staff time. University funding or grant support.
Education of the students in using the simulation(s) is required. (Built into the simulations)
After this session
Poster Session Thursday 7th December 13.15-15.45pm Poster Hall 1
Interested in using the simulation?
Contact me: [email protected]
Need help or Want to Chat?
