Student Attitudes Regarding Active Learning In Health Professions Microbiology Course

Abstract

While many active learning strategies are evidence-based, it is unclear as to which methods are preferred by most students. In the present study students in an undergraduate health professions microbiology course were assigned four projects (“types” 1 – 4) that included elements of active learning and that required students to apply microbiological concepts to health care or public health. A type 1 project involved the student consulting professional journals, textbooks and/or websites and preparing an informative brochure on an infectious disease suitable for reading by the lay public. A type 2 project involved the student shadowing a health care professional. A type 3 project involved the student performing a community service. A type 4 project involved the student designing and conducting an original lab research study. A survey was used to assess student attitudes about doing these projects. I report that while some students preferred particular project types, no project type was preferred by a majority of students. In addition, students ranked all four project types highly and considered them all to have equal educational value and relevance to course content. These results suggest that instructors should avoid using a “one size fits all” active learning approach. Students value the use of diverse pedagogical approches that engage their learning in different ways and that connect course concepts to real-world applications.

Student Initiative Enhances Service Learning and Community Engagement in a Health Professions Microbiology Course

“…Students were expected to include a reflective component in their reports. Key words and phrases from these reflective comments were analyzed and grouped into project themes using grounded theory (7) as done previously (8,9). Students worked singly or in small groups and presented a total of 90 SLCE projects in the course of the study.…”