Angry pathogens, how to get rid of them: introducing microfluidics for waterborne pathogen separation to children

Jimenez, Mélanie; Bridle, Helen

doi:10.1039/c4lc00944d

Cited by 9 publications

(11 citation statements)

References 24 publications

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“…While several formal engagement papers have been published [5][6][7][8], literature dedicated to and learning from engagement can remain hard to find. Although some examples of knowledge exchange around engagement do exist [9][10][11][12][13][14][15][16][17], activities and materials are generally not readily available for the wider research community and often not reviewed by peers. This results in long design/test/optimisation phases to develop new activities that could be minimised by further promoting knowledge exchange in the field.…”

Section: Introductionmentioning

confidence: 99%

Demonstrating the Use of Optical Fibres in Biomedical Sensing: A Collaborative Approach for Engagement and Education

Ehrlich

Parker

McNicholl

et al. 2020

Sensors

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This paper demonstrates how research at the intersection of physics, engineering, biology and medicine can be presented in an interactive and educational way to a non-scientific audience. Interdisciplinary research with a focus on prevalent diseases provides a relatable context that can be used to engage with the public. Respiratory diseases are significant contributors to avoidable morbidity and mortality and have a growing social and economic impact. With the aim of improving lung disease understanding, new techniques in fibre-based optical endomicroscopy have been recently developed. Here, we present a novel engagement activity that resembles a bench-to-bedside pathway. The activity comprises an inexpensive educational tool (<$70) adapted from a clinical optical endomicroscopy system and tutorials that cover state-of-the-art research. The activity was co-created by high school science teachers and researchers in a collaborative way that can be implemented into any engagement development process.

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Section: Introductionmentioning

confidence: 99%

Demonstrating the Use of Optical Fibres in Biomedical Sensing: A Collaborative Approach for Engagement and Education

Ehrlich

Parker

McNicholl

et al. 2020

Sensors

Self Cite

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“…Introducing members of the general public to modern multidisciplinary science helps improve understanding, reduces misconception, and breaks down barriers. 14,15 Microfluidic technology really lends itself beautifully for such outreach activities, as it can be demonstrated with hands-on, visual activities that involve everyday objects such as LEGO® bricks, 16 craft objects, 17 and foodstuff or food dyes, 18 which all help engage the audience and decrease the barrier to communication.…”

Section: Introductionmentioning

confidence: 99%

“Learning on a chip:” Microfluidics for formal and informal science education

2019

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Microfluidics is a technique for the handling of small volumes of liquids on the order of picoliters to nanoliters and has impact for miniaturized biomedical science and fundamental research. Because of its multi-and interdisciplinary nature (i.e., combining the fields of biology, chemistry, physics, and engineering), microfluidics offers much potential for educational applications, both at the university level as well as primary and secondary education. Microfluidics is also an ideal "tool" to enthuse and educate members of the general public about the interdisciplinary aspects of modern sciences, including concepts of science, technology, engineering, and mathematics subjects such as (bio)engineering, chemistry, and biomedical sciences. Here, we provide an overview of approaches that have been taken to make microfluidics accessible for formal and informal learning. We also point out future avenues and desired developments. At the extreme ends, we can distinguish between projects that teach how to build microfluidic devices vs projects that make various microscopic phenomena (e.g., low Reynolds number hydrodynamics, microbiology) accessible to learners and the general public. Microfluidics also enables educators to make experiments low-cost and scalable, and thereby widely accessible. Our goal for this review is to assist academic researchers working in the field of microfluidics and lab-on-a-chip technologies as well as educators with translating research from the laboratory into the lecture hall, teaching laboratory, or public sphere.

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“…An excellent overview of the various microfluidic platforms, experiments, and simulations that have been developed for educational purposes, described in the literature, has been given in Esfahani et al 5 Low-cost and simple fabrication approaches have been developed allowing participants to manufacture microfluidic devices using a variety of materials ranging from Jell-O, 6 modelling clay, 7 shrink-film, 8 paper, 9-11 glass, 12 and even chocolate. 5 Such systems or those manufactured by more conventional means have been utilised in a wide variety of hands-on educational experiments allowing participants to explore phenomena such as laminar flow and diffusive mixing, 13 particle separation, 7 pH sensing, 13,14 gradient formation, 14 and droplet generation 15 among others.…”

Section: Introductionmentioning

confidence: 99%

Student-led microfluidics lab practicals: Improving engagement and learning outcomes

Morton

Bridle

2016

Biomicrofluidics

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Microfluidics has shown rapid growth in both research and development and offers significant commercialisation potential for biomedical and diagnostic applications in particular. However, there is a lack of awareness of microfluidics outside the field of study, and few dedicated educational programmes are available. While many topics incorporate microfluidics teaching, reported initiatives in the literature have not yet taken a problem based learning (PBL) approach to the delivery of practical sessions. The educational approaches already reported typically focus upon production and testing of pre-determined device designs for specific applications, using a "recipe" style of lab teaching. Here, we report on a newly designed lab section of a microfluidic teaching component utilising problem based learning (PBL) to involve the students in all aspects of design, manufacture, and performance characterisation of microfluidic solutions. Details of the lab design and development are given enabling others to replicate the lab structure described here or use it as a basis for the design of similar PBL microfluidics teaching labs. A key focus of the work has been the evaluation of the student experience, and the results of a survey indicate a high degree of student satisfaction and skills development due to the PBL approach.

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Angry pathogens, how to get rid of them: introducing microfluidics for waterborne pathogen separation to children

Cited by 9 publications

References 24 publications

Demonstrating the Use of Optical Fibres in Biomedical Sensing: A Collaborative Approach for Engagement and Education

Demonstrating the Use of Optical Fibres in Biomedical Sensing: A Collaborative Approach for Engagement and Education

“Learning on a chip:” Microfluidics for formal and informal science education

Student-led microfluidics lab practicals: Improving engagement and learning outcomes

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