Revision workshops in elementary mathematics enhance student performance in routine laboratory calculations

Abstract

The ability to understand and implement calculations required for molarity and dilution computations that are routinely undertaken in the laboratory are essential skills that should be possessed by all students entering an undergraduate Life Sciences degree. However, it is increasingly recognized that the majority of these students are ill equipped to reliably carry out such calculations. There are several factors that conspire against students' understanding of this topic, with the alien concept of the mole in relation to the mass of compounds and the engineering notation required when expressing the relatively small quantities typically involved being two key examples. In this report, we highlight teaching methods delivered via revision workshops to undergraduate Life Sciences students at the University of Nottingham. Workshops were designed to 1) expose student deficiencies in basic numeracy skills and remedy these deficiencies, 2) introduce molarity and dilution calculations and illustrate their workings in a step-by-step manner, and 3) allow students to appreciate the magnitude of numbers. Preworkshop to postworkshop comparisons demonstrated a considerable improvement in students' performance, which attenuated with time. The findings of our study suggest that an ability to carry out laboratory calculations cannot be assumed in students entering Life Sciences degrees in the United Kingdom but that explicit instruction in the form of workshops improves proficiency to a level of competence that allows students to prosper in the laboratory environment.

Winter School on sEMG Signal Processing: An Initiative to Reduce Educational Gaps and to Promote the Engagement of Physiotherapists and Movement Scientists With Science

“…The evaluation of the knowledge from participants working in developed countries also suggested that neurology residents show a knowledge gap regarding the use of sEMG, resulting in up to a quarter of residents expressing a lack of confidence when using techniques like sEMG (19). Furthermore, life sciences students report difficulties in carrying out laboratory calculations (20). In this study, the promotion of educational activities like workshops improved the level of competence in a laboratory environment (20).…”

“…Furthermore, life sciences students report difficulties in carrying out laboratory calculations (20). In this study, the promotion of educational activities like workshops improved the level of competence in a laboratory environment (20). This lack of confidence, the knowledge gap, and difficulties with laboratory calculations can influence the use of sEMG.…”

A Study to Explore Learning Style Preferences of Pharmacy Students With Regard to Pharmaceutical Calculations

“…As seen by exam results, 94% of students (who ranked formative assessments in second place) received 70% or over and only 6% received between 39-69%. stated this as a reason why more than 50% of students learn when a variety of methods were used and students were able to select a preferred method for future use, having a positive impact on improving retention and performance [10,11]. Conversely 11 students did not consider workshops to be most beneficial; they perceived the long duration caused concentration fatigue and loss of focus with 5 students preferring to work independently rather than in a workshop.…”

“…,but certain styles have been preferred as they appear to improve students' understanding of course material, overall knowledge and performance. This means students achieve more confidence in carrying out calculations, [9][10][11] to avoid drug dose errors and promote patient safety [2,12].…”