A Blended Learning Experience for Teaching Microbiology

Abstract

Objectives. To create a virtual laboratory system in which experimental science students could learn required skills and competencies while overcoming such challenges as time limitations, high cost of resources, and lack of feedback often encountered in a traditional laboratory setting. Design. A blended learning experience that combines traditional practices and e-learning was implemented to teach microbiological methods to pharmacy students. Virtual laboratory modules were used to acquire nonmanual skills such as visual and mental skills for data reading, calculations, interpretation of the results, deployment of an analytical protocol, and reporting results. Assesment. Learning achievement was evaluated by questions about microbiology case-based problems. Students' perceptions were obtained by assessment questionnaire. Conclusion. By combining different learning scenarios, the acquisition of the necessary but otherwise unreachable competences was achieved. Students achieved similar grades in the modules whose initiation was in the virtual laboratory to the grades they achieved with the modules whose complete or partial initiation took place in the laboratory. The knowledge acquired was satisfactory and the participants valued the experience.

Student Perceptions of a Flipped Pharmacotherapy Course

“…1,2 A growing body of literature illustrates successful implementation of blended instruction across different disciplines, including pharmacy education. [3][4][5][6] The design of these blended learning environments in higher education is largely based on constructivist and adult learning principles. 7 Constructivism views knowledge as dynamically constructed by the learner, who integrates new information with prior knowledge while interacting with other participants and elements of the learning environment.…”

Online or Face-to-Face Microbiology Laboratory Sessions? First Year Higher Education Student Perspectives and Preferences

“…In addition to the face-to-face laboratory sessions, the use of virtual (online) practicals is particularly appropriate for first-year microbiology students who are required to develop generic skills based on foundation microbiology curricula as opposed to subsequent years where more specialised laboratory techniques based on advanced theory are better handled in wet (face-to-face) laboratories. Online practicals have been trialled in a wide variety of specific science/biological disciplines including histology, microbiology, pharmacology and dentistry (Evans, Gibbons, Sha, & Griffin, 2004;Gilman, 2006;Sancho et al, 2006;Wahlgren, Edelbring, Fors, Hindbeck, & Stahle, 2006). These practicals have covered specific areas such as slide staining and interpretation (histology, microbiology) and occupational health and safety (dentistry).…”

The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course

“…[10][11][12] By combining the strengths of computer-mediated instruction (ie, dynamic digital interfaces, embedded assessments, data analytics, self-paced content acquisition) and face-to-face class time (ie, faculty member and peer engagement, handson applied learning), blended-learning environments can produce improved student outcomes and facilitate acquisition of competencies that may not otherwise be achieved. 9,[13][14][15] This approach can increase student engagement with the learning process, enhance critical-thinking development, and improve learning outcomes. [16][17][18][19] Evidence from a wide range of disciplines supports the use of blended learning to improve student outcomes.…”