Impact of COVID-19 Curricular Shifts on Learning Gains on the Microbiology for Health Sciences Concept Inventory

Seitz, Heather; Rediske, Andrea

doi:10.1128/jmbe.v22i1.2425

Cited by 6 publications

(9 citation statements)

References 14 publications

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“…Together with Harmon et al (2021), this body of research has demonstrated the dramatic changes undertaken by gross anatomy educators in response to Covid‐19 during May–December, 2020. This paradigm‐shifting pedagogy in gross anatomy and across higher education (García‐Morales et al, 2021; Pokhrel & Chhetri, 2021) during 2020 forced educators in gross anatomy (Evans et al, 2020) as well as other basic medical science disciplines (Bzowyckyj et al, 2021; Seitz & Rediske, 2021; Zhang et al, 2021) to reassess the best ways to deliver higher education. It is unknown whether the changes will become a common practice after Covid‐19 is better controlled or vanquished.…”

Section: Discussionmentioning

confidence: 99%

An analysis of anatomy education before and during Covid‐19: August–December 2020

Attardi

Harmon

Barremkala

et al. 2022

Anatomical Sciences Ed

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Covid‐19 disrupted the in‐person teaching format of anatomy. To study changes in gross anatomy education that occurred August‐December, 2020 compared to before the pandemic, an online survey was distributed to anatomy educators. The 191 responses received were analyzed in total and by academic program, geographic region, and institution type. Cadaver use decreased overall (before: 74.1 ± 34.1%, during: 50.3 ± 43.0%, P < 0.0001), as well as across allopathic and osteopathic medicine, therapy, undergraduate, and veterinary programs ( P < 0.05), but remained unchanged for other programs ( P > 0.05). Cadaver use decreased internationally and in the US ( P < 0.0001), at public and private ( P < 0.0001) institutions, and among allopathic medical programs in Northeastern, Central, and Southern ( P < 0.05), but not Western, US geographical regions. Laboratories during Covid‐19 were delivered through synchronous (59%), asynchronous (4%), or mixed (37%) formats ( P < 0.0001) and utilized digital resources (47%), dissection (32%), and/or prosection (21%) ( P < 0.0001). The practical laboratory examination persisted during Covid‐19 ( P = 0.419); however, the setting and materials shifted to computer‐based ( P < 0.0001) and image‐based ( P < 0.0001), respectively. In‐person lecture decreased during Covid‐19 (before: 88%, during: 24%, P = 0.003). When anatomy digital resources were categorized, dissection media, interactive software, and open‐access content increased (P ≤ 0.008), with specific increases in BlueLink, Acland’s Videos, and Complete Anatomy ( P < 0.05). This study provided evidence of how gross anatomy educators continued to adapt their courses past the early stages of the pandemic.

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Section: Discussionmentioning

confidence: 99%

An analysis of anatomy education before and during Covid‐19: August–December 2020

Attardi

Harmon

Barremkala

et al. 2022

Anatomical Sciences Ed

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“…Despite these negative student experiences, some studies have reported small increases in student grades in Spring 2020 compared to similar courses in previous years (Gonzalez et al, 2020;Loton et al, 2020;Bawa, 2021). Similarly, a nationwide analysis of scores on a microbiology concept inventory showed no decline and even some improvement in student learning gains in Spring 2020 (Seitz and Rediske, 2021).…”

Section: Introductionmentioning

confidence: 98%

Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning

et al. 2021

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Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students’ perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.

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“…The transition from formal face-to-face learning to virtual learning is challenging for all undergraduate students, especially those who aspire to major in the field of biological sciences (Seitz, 2021). The coronavirus disease (COVID-19) pandemic has introduced educators and curriculum developers to novel methods of addressing education for undergraduate microbiology students (Lischer et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Undergraduate Microbiology Students’ Beliefs and Attitudes Related to Virtual Learning

Stefanile

2024

Preprint

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Since the inception of the Coronavirus disease (COVID-19) pandemic, undergraduate microbiology students globally have had their education disrupted causing uncertainty with their education, learning, and career trajectories.Undergraduate students have faced challenges with the transition of online/virtual learning and interacting with their fellow colleagues and instructors. The COVID-19 pandemic challenged the education system globally and created a major paradigm shift that forced educators of all levels to adjust their traditional face-to-face pedagogy to an online mode of pedagogy instantaneously. I initiated this study because of the dilemma that the COVID-19 pandemic had on students’ experiences and instructors’ in meeting the challenges of transferring a course entirely online in a relatively very short time. The purpose of this study is to investigate the following: (1) to what extent do undergraduate students change their knowledge about topics in microbiology relevant to the course presented online? (2) to what extent do the undergraduate students change their opinions relating to topics addressed in a microbiology course relevant to the course presented online? (3) how do undergraduate students experience computer-based learning in a microbiology course relevant to the course presented online?

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Impact of COVID-19 Curricular Shifts on Learning Gains on the Microbiology for Health Sciences Concept Inventory

Cited by 6 publications

References 14 publications

An analysis of anatomy education before and during Covid‐19: August–December 2020

An analysis of anatomy education before and during Covid‐19: August–December 2020

Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning

An Analysis of Undergraduate Microbiology Students’ Beliefs and Attitudes Related to Virtual Learning

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