Enhancing Student Learning on Emerging Infectious Diseases: An Ebola Exemplar

Dube, Derek; Addy, Tracie Marcella; Teixeira, Maria R.; Iadarola, Linda M.

doi:10.1525/abt.2018.80.7.493

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…Thirteen out of forty-six studies (28%) used traditional didactics such as lectures and other adult learning strategies including interactive group and learner-led discussions, 52 54 61 case-based learning, 29 55 problem-based learning, 48 demonstrations/return demonstrations 41 49 and role playing. 49 54 Most of the studies that aimed to convey theoretical knowledge consisted of brief sessions, that is, less than a day (n=8/13, 62%).…”

Section: Resultsmentioning

confidence: 99%

Training and education of healthcare workers during viral epidemics: a systematic review

et al. 2021

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BackgroundIt is necessary to train a large number of healthcare workers (HCW) within a limited time to ensure adequate human resources during an epidemic. There remains an urgent need for best practices on development and implementation of training programmes.ObjectiveTo explore published literature in relation to training and education for viral epidemics as well as the effect of these interventions to inform training of HCW.Data sourcesSystematic searches in five databases performed between 1 January 2000 and 24 April 2020 for studies reporting on educational interventions in response to major viral epidemics.Study eligibility criteriaAll studies on educational interventions developed, implemented and evaluated in response to major global viral outbreaks from 2000 to 2020.ParticipantsHealthcare workers.InterventionsEducational or training interventions.Study appraisal and synthesis methodsDescriptive information were extracted and synthesised according to content, competency category, educational methodology, educational effects and level of educational outcome. Quality appraisal was performed using a criterion-based checklist.ResultsA total of 15 676 records were identified and 46 studies were included. Most studies were motivated by the Ebola virus outbreak with doctors and nurses as primary learners. Traditional didactic methods were commonly used to teach theoretical knowledge. Simulation-based training was used mainly for training of technical skills, such as donning and doffing of personal protective equipment. Evaluation of the interventions consisted mostly of surveys on learner satisfaction and confidence or tests of knowledge and skills. Only three studies investigated transfer to the clinical setting or effect on patient outcomes.Conclusions and implications of findingsThe included studies describe important educational experiences from past epidemics with a variety of educational content, design and modes of delivery. High-level educational evidence is limited. Evidence-based and standardised training programmes that are easily adapted locally are recommended in preparation for future outbreaks.

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Section: Resultsmentioning

confidence: 99%

Training and education of healthcare workers during viral epidemics: a systematic review

et al. 2021

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“…More closely related to the current pandemic, in a survey of over 500 United States high school science teachers, 76% indicated that they discussed Ebola as part of their curriculum during the 2014 Ebola outbreak, and that an important factor in the decision to cover Ebola was student interest in the topic (Smith, Torsiglieri, Keith Esch, & Pasley, 2017). Relatedly, in an undergraduate biology class that utilized a case study approach to Ebola and virology, students reported high levels of interest and showed decreased misconceptions about viruses and Ebola (Dube, Addy, Teixeira, & Iadarola, 2018). Considered collectively, prior research from allied fields indicates that incorporating a current event into the classroom may promote learning by facilitating higher levels of interest and engagement.…”

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confidence: 99%

Applying social psychology to a global crisis: Student engagement in a laboratory class during the COVID-19 pandemic.

Freedman

Oates

Kirk

2023

Scholarship of Teaching and Learning in Psychology

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The present research examines the attitudes and perspectives of undergraduate students in an advanced social psychology laboratory class upon engaging in pandemic-related research during the COVID-19 pandemic. In this class, the students designed and conducted online studies on pandemic-related racism, stigma related to age and mask wearing, and persuasive techniques to encourage social distancing. At the end of the semester, the students responded to a survey about their experiences engaging in pandemic-related research while the pandemic was occurring. Quantitative and qualitative analyses indicated that students learned about the applicability of social psychology to real-world phenomena and felt high levels of engagement in the research process. However, students also noted some discomfort and the emotional challenges of conducting highly relevant research during a global crisis. Thus, instructors should carefully consider whether engaging in timely and potentially emotional research is appropriate for the students in the class. Furthermore, the present study was conducted with a small undergraduate class in which a majority of the students were White women, and their experiences may not generalize to larger classes or broader populations. Taken together, the present research points to the potential promises and pitfalls of engaging in timely research on an emergency situation within a classroom setting.

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RSV explorations: using a case series focused on a single microbe to connect concepts across an undergraduate microbiology course

Tremaglio,

Dube

2024

J Microbiol Biol Educ.

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The ASM Curriculum Guidelines recommend that undergraduate microbiology courses should cover a wide variety of content ideally utilizing active learning approaches, which promote participation and enhance student success. However, in content-heavy courses, it can be easier to revert to traditional lecture-based teaching. Here, we describe a case series designed to increase student engagement and connect course concepts by exploring a single microbe in the context of different learning objectives. In this case series, respiratory syncytial virus (RSV) is used due to its fascinating history, well-described biology, and current clinical relevance, as well as recently described advances in creating a vaccine for RSV. This four-part case series can be embedded across several units of a general microbiology course as individual “explorations,” and employs multiple, evidence-based pedagogical approaches including case-based learning, engaging with primary literature, jigsaw strategy, analysis of real-world data sets, and whole-class discussion. Each exploration is designed to cover or expand on key concepts in microbiology, including milestones in the history of the field, Koch’s postulates and the germ theory of disease, the discovery of viruses, virus structure and replication, clinical epidemiology, and vaccines. Throughout the course, students work individually, in pairs, and in small groups to complete the activities, which take place predominantly during class. Student feedback indicates that they enjoy these activities as an alternative to traditional lecturing. This case series enables students to build connections between course concepts, assemble higher-order thinking about diverse topics in Microbiology, and apply their learning to real-world examples and scenarios.

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Enhancing Student Learning on Emerging Infectious Diseases: An Ebola Exemplar

Cited by 3 publications

References 5 publications

Training and education of healthcare workers during viral epidemics: a systematic review

Training and education of healthcare workers during viral epidemics: a systematic review

Applying social psychology to a global crisis: Student engagement in a laboratory class during the COVID-19 pandemic.

RSV explorations: using a case series focused on a single microbe to connect concepts across an undergraduate microbiology course

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