Evaluation of oral microbiology lab curriculum reform

Abstract

BackgroundAccording to the updated concept of oral microbiology, the School of Stomatology, Wuhan University, has carried out oral microbiology teaching reforms during the last 5 years. There was no lab curriculum before 2009 except for a theory course of oral microbiology. The school has implemented an innovative curriculum with oral medicine characteristics to strengthen understanding of knowledge, cultivate students’ scientific interest and develop their potential, to cultivate the comprehensive ability of students. This study was designed to evaluate the oral microbiology lab curriculum by analyzing student performance and perceptions regarding the curriculum from 2009 to 2013.MethodsThe lab curriculum adopted modalities for cooperative learning. Students collected dental plaque from each other and isolated the cariogenic bacteria with selective medium plates. Then they purified the enrichment culture medium and identified the cariogenic strains by Gram stain and biochemical tests. Both quantitative and qualitative data for 5 years were analysed in this study. Part One of the current study assessed student performance in the lab from 2009 to 2013. Part Two used qualitative means to assess students’ perceptions by an open questionnaire.ResultsThe 271 study students’ grades on oral microbiology improved during the lab curriculum: “A” grades rose from 60.5 to 81.2 %, and “C” grades fell from 28.4 to 6.3 %. All students considered the lab curriculum to be interesting and helpful. Quantitative and qualitative data converge to suggest that the lab curriculum has strengthened students’ grasp of important microbiology-related theory, cultivated their scientific interest, and developed their potential and comprehensive abilities.ConclusionOur student performance and perception data support the continued use of the innovative teaching system. As an extension and complement of the theory course, the oral microbiology lab curriculum appears to improve the quality of oral medicine education and help to cultivate high-quality innovative medical talents.

A large-Scale Survey of Current Status of Scientific Research and Innovation Ability Cultivation for Undergraduates

“…[30,31] In recent years, many tutors open their laboratories, and encourage students to enter the laboratory to participate in scienti c research. [32][33][34] In the medical school of Wuhan University, the undergraduate students will go to the laboratories they are interested in and nish some basal experiments supported by experienced postgraduates. Moreover, owing to the opening of university laboratories, an increasing number of undergraduates got the program supported by Wuhan University College Students Innovation Practice Center.…”

Raising awareness about microbial antibiotic resistance in undergraduate dental students: a research-based strategy for teaching non-laboratory elements of a microbiology curriculum

“…The evaluation methodology as described in our study are reflected in similar projects employing inquiry-or projectbased learning strategies [24,25]. The introduction of project-based learning in microbiology curriculum reform enhanced the consolidation of theory knowledge, improved experimental skills, cultivated innovative scientific thinking, and strengthened the awareness of oral health in a study from Japan [26]. In another study, this time focusing on teaching cell biology to dental students, the authors found that students receiving the project-based learning approach were more familiar with the importance methodological issues, were able to produce written reports of higher quality, better understood the relationship between their subject and the practice of dentistry and were better able to recognize the relevance of biomedical investigation as compared to control students receiving the traditional lecture-based approach [23].…”

A simple and short microbiology practical improves undergraduate nursing students’ awareness of bacterial traits and ability to avoid spreading infections

“…It is well-known that visualizing structures or materials can improve students’ awareness of specific lecture topics, enabling them to better understand lectures [17, 18]. It has, for example, been reported that the oral microbiology lab curriculum appears to improve the quality of oral medicine education and help to cultivate high-quality innovative medical talents [19]. Experiential courses with an emphasis on patient-physician/dentist communication plays a significant role in early on during pre-clinical medical and dental studies [20].…”