Pre-Medical Preparation in Microbiology among Applicants and Matriculants in Osteopathic Medical School in the United States

Ramos, Raddy L.; Guercio, Erik; Martinez, Luis R.

doi:10.1128/jmbe.v18i3.1372

Cited by 4 publications

(1 citation statement)

References 7 publications

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“…The study of pharmacotherapy for infectious diseases is crucial in preparing future medical and pharmacy professionals to effectively manage patients affected by such conditions [1,2]. This course aims to equip students with a solid foundation of knowledge regarding pharmaceutical care for infectious diseases, including the interpretation of laboratory results and patient management principles.…”

Section: Introductionmentioning

confidence: 99%

“Lights, Camera, Learning’’: Assessment of Pharmacy Students’ Perceptions on Incorporating Blockbusters for Teaching Pharmacotherapy in Infectious Diseases

Govindaraju

2024

APPR

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Section: Introductionmentioning

confidence: 99%

“Lights, Camera, Learning’’: Assessment of Pharmacy Students’ Perceptions on Incorporating Blockbusters for Teaching Pharmacotherapy in Infectious Diseases

Govindaraju

2024

APPR

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The utilization of an unconventional approach to introduce basic bacteriology in a medical school bridge program

Iqbal,

Onyedibe

2024

J Microbiol Biol Educ.

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Bacteria form an intense portion of reading and learning for students enrolled in microbiology education. As a part of the foundational course outline of bacteriology, bacterial classification is a significant topic of discussion. The purpose of our study was to analyze whether bacterial classification can be taught with a phylogenetic tree approach that might be more engaging and beneficial to student learners of microbiology. This methodology is unique compared to the conventional approach applied in introductory lectures of bacteriology that relies on morphology and Gram-staining to classify bacteria. The participants of this study were students enrolled in a two-semester medical school bridge program that offers a Master’s degree in Pre-clinical Sciences. We presented bacterial origin and classification in the light of evolution and used a phylogenetic tree to signify clinically relevant groups of bacteria. Students were also taught the traditional bacterial classification using Gram stains and morphology. Both methods of classification were delivered in a didactic classroom session considering equal time spent and utilizing the same format. An online survey was distributed to the students after the session to collect their feedback. The results from the survey showed that 74% of participants would prefer learning bacterial classification using a combined approach that includes both Gram-staining and morphology as well as the phylogenetic tree. When asked if the study of bacterial classification through an evolutionary tree diagram is a clear and concise way of understanding bacteria, 79% of the students either agreed or strongly agreed with this statement. Interestingly, the alternative phylogenetic tree approach was considered more engaging and regarded as a means to expand the clinical knowledge of bacteria by 78% and 71% of the students, respectively. Overall, our study strongly supports the use of tree-based classification as an additional method to improve the learning of medically important groups of bacteria at varying levels of education.

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Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations?

et al. 2019

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BackgroundClinical Microbiology is a core subject in medical undergraduate curricula. However, students struggle to cover the content and clinically contextualise basic microbiology. Our aim was to evaluate student engagement with new e-learning material and to investigate the impact it had on examination performance in a Clinical Microbiology module.MethodsAn online resource was designed to support didactic teaching in a Fundamentals of Clinical Microbiology module. One cohort of students had access to the online material (2017/2018 class) and the other did not (2016/2017 class). Each cohort sat the same multiple-choice question (MCQ) and short-note question (SNQ) examination papers and the impact of engagement with the online resource and examination performance was analysed.ResultsBoth groups were of the same academic standard prior to beginning the module. In the 2017/2018 cohort, 227/309 (73.5%) students had ≥80% engagement with the content. Students engaged most with the index of pathogens and pathogen focused clinical cases related to diverse genera and families of clinically important microorganisms. A statistically higher difference in the mean percentage grade in both the MCQ and SNQ examinations was seen for 2017/2018 compared to 2016/2017 cohort. For the MCQ examination, the 2017/2018 cohort were on average 5.57% (95% confidence interval (CI): 3.92 to 7.24%; P < 0.001) higher, and for the SNQ examination the 2017/2018 cohort were on average 2.08% (95% CI: 0.74 to 3.41%; P = 0.02) higher. When the results were adjusted for previous examination performance, for every percentage increase in online engagement the grade in the SNQ examination only increased by 0.05% (95% CI: 0.02 to 0.08) on average.ConclusionsThese findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments.

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Pre-Medical Preparation in Microbiology among Applicants and Matriculants in Osteopathic Medical School in the United States

Cited by 4 publications

References 7 publications

“Lights, Camera, Learning’’: Assessment of Pharmacy Students’ Perceptions on Incorporating Blockbusters for Teaching Pharmacotherapy in Infectious Diseases

“Lights, Camera, Learning’’: Assessment of Pharmacy Students’ Perceptions on Incorporating Blockbusters for Teaching Pharmacotherapy in Infectious Diseases

The utilization of an unconventional approach to introduce basic bacteriology in a medical school bridge program

Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations?

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