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  • 1
    Publication Date: 2016-07-31
    Description: This commentary describes an assessment exercise known as the TRIPSE (Tri-Partite Problem Solving Exercise) that mimics science in operation. Students frame hypotheses based on limited data, design experiments to test them, which they later revise with new information. It is emphasised that there are no single correct answers, only sets with varying degrees of plausibility. The approach is flexible and can be adapted to any of the basic biomedical sciences and for students at multiple levels, undergraduate to graduate. In comparison to other testing methods, this process-oriented exercise provides a better learning experience. It captures the excitement and fascination of science and gives students a more realistic view of how scientists function.
    Keywords: Professional Development
    Print ISSN: 0378-1097
    Electronic ISSN: 1574-6968
    Topics: Biology
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  • 2
    Publication Date: 2016-07-31
    Description: Numerous national reports have addressed the need for changing how science courses in higher education are taught, so that students develop a deeper understanding of critical concepts and the analytical and cognitive skills needed to address future challenges. This review presents some evidence-based approaches to curriculum development and teaching. Results from discipline-based education research indicate that it is critically important for educators to formulate learning goals, provide frequent and authentic assessments and actively engage students in their learning. Professional societies can play a role in helping to put these changes into practice. To this end, the American Society for Microbiology has developed a number of educational programs and resources, which are described here to encourage the implementation of student-centered learning in microbiology education.
    Keywords: Professional Development
    Print ISSN: 0378-1097
    Electronic ISSN: 1574-6968
    Topics: Biology
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  • 3
    Publication Date: 2016-07-15
    Description: Although problem-based learning (PBL) has been used for over 40 years, with many studies comparing the benefits of PBL versus other educational approaches, little attention has been paid to the effectiveness of hybrid PBL (H-PBL) curricula. Here we aimed to compare the learning outcomes of two groups of undergraduate biology students working towards a bachelor's degree: one group used an H-PBL approach, while the second used a lecture-based learning (LBL) approach. Specifically, the H-PBL group used a PBL module with interdisciplinary problems, which represented 20% of the entire curriculum. The main outcomes of evaluation were the long-term acquisition of factual knowledge and the problem-solving skills at the end of the bachelor's degree. The sample included 85 students, 39 in the H-PBL group and 46 in the LBL group. We found that an H-PBL curriculum can improve the students’ learning outcomes such as long-term knowledge acquisition, problem solving skills and generic competences.
    Keywords: Professional Development
    Print ISSN: 0378-1097
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    Topics: Biology
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  • 4
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    Oxford University Press
    Publication Date: 2016-07-02
    Keywords: Professional Development
    Print ISSN: 0378-1097
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    Topics: Biology
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  • 5
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    Oxford University Press
    Publication Date: 2016-08-11
    Description: There are not only many links between microbiological and philosophical topics, but good educational reasons for microbiologists to explore the philosophical issues in their fields. I examine three broad issues of classification, causality and model systems, showing how these philosophical dimensions have practical implications. I conclude with a discussion of the educational benefits for recognising the philosophy in microbiology.
    Keywords: Professional Development
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  • 6
    Publication Date: 2016-06-15
    Description: In the yearly Internationally Genetically Engineered Machines (iGEM) competition, teams of Bachelor's and Master's students design and build an engineered biological system using DNA technologies. Advising an iGEM team poses unique challenges due to the inherent difficulties of mounting and completing a new biological project from scratch over the course of a single academic year; the challenges in obtaining financial and structural resources for a project that will likely not be fully realized; and conflicts between educational and competition-based goals. This article shares tips and best practices for iGEM team advisors, from two team advisors with very different experiences with the iGEM competition.
    Keywords: Professional Development
    Print ISSN: 0378-1097
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    Topics: Biology
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  • 7
    Publication Date: 2016-07-09
    Description: This commentary discusses the recent pioneering overhaul of training for UK doctors wishing to pursue a career in the infection specialities. Changes include the introduction of new curricula that embrace increased collaboration between the laboratory-based and clinical specialties and a broad-based infection training period, named ‘Combined Infection Training’, which has never been seen before. Here, we discuss the benefits and challenges associated with the collaborative approach to training with particular reference to points that educators responsible for training programme design need to consider. We also describe our own local experiences in adopting a proactive, multidisciplinary approach to address potential obstacles prospectively.
    Keywords: Professional Development
    Print ISSN: 0378-1097
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    Topics: Biology
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  • 8
    Publication Date: 2016-02-07
    Description: The household is a potential source of opportunistic pathogens to humans, a particularly critical issue for immunodeficient individuals. An important human–microbe interface is the biofilm that develops on showerhead surfaces. Once microbe-laden biofilms become aerosolized, they can potentially be inhaled into the lungs. Understanding how quickly a new showerhead becomes colonized would provide useful information to minimize exposure to potentially pathogenic environmental microbes. High school scientists sampled the inner surfaces of pre-existing and newly fitted showerheads monthly over a nine-month period and applied standard microbiologic culture techniques to qualitatively assess microbial growth. Water chemistry was also monitored using commercial test strips. Sampling was performed in households on Oahu, Hawai'i and Denver, Colorado, representing warm/humid and cold/arid environments, respectively. Pre-existing showerheads in Hawai'i showed more diverse microbial growth and significantly greater microbial numbers than a comparable showerhead from Colorado. New, chrome-plated or plastic showerheads in Hawai'i showed diverse and abundant growth one month after installment compared to new showerheads from Colorado. The pH, total chlorine and water hardness levels varied significantly between the Hawai'i and Colorado samples. Enthusiastic student and teacher participation allowed us to answer long-standing questions regarding the temporal colonization of microbial biofilms on pre-existing and new showerhead surfaces.
    Keywords: Professional Development
    Print ISSN: 0378-1097
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    Topics: Biology
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  • 9
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    Oxford University Press
    Publication Date: 2016-05-20
    Description: Scientific publishing has experienced profound changes in recent years, such as the advent of open-access journals, the increasing use of preprint archives or post-publication blogs, to name a few. One pillar still remains: peer review as a key ingredient that, in most cases, contributes to clarity and quality, often detecting errors and misinterpretations. Unfortunately, peer review is poorly recognized and good reviewers are rather a ‘rare avis’. Even worse, this necessary task in science is generally overlooked in curricula and post-graduate education. Some considerations should help us all to ameliorate greatly our understanding and duties.
    Keywords: Professional Development
    Print ISSN: 0378-1097
    Electronic ISSN: 1574-6968
    Topics: Biology
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  • 10
    Publication Date: 2016-03-17
    Description: State-of-the-art papers from around the globe addressing current topics in education were published in the FEMS Microbiology Letters virtual Thematic Issue ‘Education’ in November 2015 ( http://femsle.oxfordjournals.org/content/thematic-issue-education ), which was innovative and well received by microbiologists and other educators. Its unique content is reviewed here to facilitate broader access and further discussions in the professional community. Best practice in supporting school teaching and exposing students to concepts from other disciplines is presented in context of inspiring the next generations, where also historical microbiology can be drawn upon. Technology-enhanced education is discussed including its applications (e.g. lecture podcasts for flipped learning, learning from experts via videoconference). Authentic learning is covered with examples of research-led teaching, water and showerhead biofilm analyses and participation in the International Genetically Engineered Machines competition. Enhancing employability is focussed on, including supporting personal development and work-readiness in general and for the changing nature of the microbiology profession. International mobility develops international awareness but challenges teachers. Teaching training, teaching excellence and dissemination of best practice are reviewed. Times of challenge and change in the Higher Education landscape motivate us to improve educational approaches and frameworks, so that we are prepared for new topics to emerge as current topics in education.
    Keywords: Professional Development
    Print ISSN: 0378-1097
    Electronic ISSN: 1574-6968
    Topics: Biology
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  • 11
    Publication Date: 2016-03-17
    Description: The effectiveness of an educational board game developed to teach the pharmacology of antimicrobial drugs to medical students was compared with the lecture-based seminar as a supplemental tool to improve short- and long-term knowledge retention and the perception of the learning method by students. A group of 124 students was randomized to board game and control groups. Short-term knowledge retention was assessed by comparing differences in post- and pre-tests scores, and long-term knowledge retention by comparing final examination scores. Both didactic methods seem to improve short-term knowledge retention to similar extent. Long-term knowledge retention of board game seminar participants was higher than those who attended the lecture-based seminar (ANCOVA, P = 0.035). The effect was most pronounced within 14 days after the intervention (ANOVA, P = 0.007). The board game was well perceived by the students. The board game seems to be a promising didactic tool, however, it should be further tested to assess its full educational utility.
    Keywords: Professional Development
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    Topics: Biology
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  • 12
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    Oxford University Press
    Publication Date: 2016-04-08
    Description: Massive Open Online Courses (MOOCs) dominated discussions of online learning and higher education in the news media and in universities between 2012 and 2015. However, fashions pass, needs change and technology evolves. This Commentary looks back, pauses on the present, and then looks forward. Whilst MOOCs are a significant milestone on the road that online teaching and learning is following, open, distance and online learning started long before MOOCs and will continue to grow in importance when MOOCs are just an interesting footnote in its development.
    Keywords: Professional Development
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  • 13
    Publication Date: 2016-04-20
    Description: This report describes the integration of the microbiology and infectious diseases teaching courses in an international Master's level interdisciplinary programme based on the ‘One world, one health’ WHO concept, and reports the students and teachers’ evaluation related to their feelings of about this innovative programme. The integration was evaluated by recording the positioning of these two topics in the five teaching units constituting the programme, and by identifying their contribution in the interactions between the different teaching units. The satisfaction of students was assessed by a quantitative survey, whereas the feelings of students and teachers were assessed by interviews. The study demonstrated that microbiology and infectious diseases were widely involved in interactions between the teaching units, constituting a kind of cement for the programme. The students assigned a mean score of 3.7 to the topics dealing with microbiology and infectious diseases. According to the qualitative data, students and teachers considered that the interdisciplinary approach provided new insights but reported problems of communication, probably inherent to the multiculturalism of the class.
    Keywords: Professional Development
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  • 14
    Publication Date: 2016-02-10
    Description: Lecture capture or ‘podcasting’ technology offers a new and engaging format of learning materials that can be used to increase the flexibility and interactivity of learning and teaching environments. Here we discuss different ways that these recordings can be incorporated into STEM discipline teaching, and the impact this can have on students’ learning.
    Keywords: Professional Development
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    Topics: Biology
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  • 15
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    Oxford University Press
    Publication Date: 2016-10-30
    Keywords: Professional Development
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    Topics: Biology
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  • 16
    Publication Date: 2016-11-17
    Description: Science is international by nature. Scientific exchange and international mobility are essential for training young scientists in general, and international collaboration has been directly linked to high-quality science and innovation. In this article, we present evidence showing that international mobility has a direct and beneficial impact on scientific discovery, career development and cultural maturity, especially for students and young scientists.
    Keywords: Professional Development
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  • 17
    Publication Date: 2016-12-23
    Description: Sequencing and bioinformatics technologies have advanced rapidly in recent years, driven largely by developments in next-generation sequencing (NGS) technology. Given the increasing importance of these advances, there is a growing need to incorporate concepts and practices relating to NGS into undergraduate and high school science curricula. We believe that direct access to sequencing and bioinformatics will improve the ability of students to understand the information obtained through these increasingly ubiquitous research tools. In this commentary, we discuss approaches and challenges for bringing NGS into the classroom based on our experiences in developing and running a microbiome project in high school and undergraduate courses. We describe strategies for maximizing student engagement through establishing personal relevance and utilizing an inquiry-based structure. Additionally, we address the practical issues of incorporating cutting edge technologies into an established curriculum. Looking forward, we anticipate that NGS educational experiments will become more commonplace as sequencing costs continue to decrease and the workflow becomes more user friendly.
    Keywords: Professional Development
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  • 18
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    Oxford University Press
    Publication Date: 2016-12-29
    Keywords: Professional Development
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  • 19
    Publication Date: 2016-10-16
    Description: Mathematical modeling is an important tool in biological research, allowing for the synthesis of results from many studies into an understanding of a system. Despite this, the need for extensive subject matter knowledge and complex mathematics often leaves modeling as an esoteric subspecialty. A 2-fold approach can be used to make modeling more approachable for students and those interested in obtaining a functional knowledge of modeling. The first is the use of a popular culture disease system—a zombie epidemic—to allow for exploration of the concepts of modeling using a flexible framework. The second is the use of available interactive and non-calculus-based tools to allow students to work with and implement models to cement their understanding.
    Keywords: Professional Development
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    Topics: Biology
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  • 20
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    Oxford University Press
    Publication Date: 2017-01-19
    Keywords: Professional Development
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  • 21
    Publication Date: 2017-01-19
    Description: Infectious diseases are potential catalysts for exploring ‘engaged citizen’ or socioscientific themes given their interwoven economic, political, scientific and social dimensions. This article describes how an undergraduate course on the history of infectious diseases was modified to explore the impact of two ‘engaged citizen’ themes (poverty and technology), and to consider the ramifications of those themes on past, present and future infectious disease outbreaks. Four outbreaks were used as the foundation for the course: plague (1350s), puerperal fever (1840s), cholera (1850s) and syphilis (1930s). The first part of the article describes the general course structure and the role of university-wide ‘engaged citizen’ themes in its semester-specific construction. The second part of the article demonstrates how poverty and technology ‘threads’ were explored in each of the four historical contexts, and subsequently how they were considered in current and future contexts; appendices with lesson suggestions are provided. The third and final part of the article discusses how this specific model might be more broadly applied to other microbiology instructional contexts.
    Keywords: Professional Development
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  • 22
    Publication Date: 2016-10-08
    Description: Among the gram-negative microorganisms with probiotic properties, Escherichia coli strain Nissle 1917 (briefly EcN) is probably the most intensively investigated bacterial strain today. Since nearly 100 years, the EcN strain is used as the active pharmaceutical ingredient in a licensed medicinal product that is distributed in Germany and several other countries. Over the last few decades, novel probiotic activities have been detected, which taken together are specific of this versatile E. coli strain. This review gives a short overview on the discovery and history of the EcN strain.
    Keywords: Professional Development
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  • 23
    Publication Date: 2017-01-12
    Description: With the alarming rise of antibiotic resistance, clinical professionals are called upon to manage antibiotic therapies using the most relevant and recent clinical and laboratory data. To this end, antimicrobial stewardship (AMS) programs aim to reduce unnecessary or suboptimal use of antibiotics while maximizing outcomes for the patient. For AMS programs to succeed, the active participation of clinical professionals at all levels of patient care is required. Although programs exist to train established clinicians in AMS, there is a paucity of literature on how and when to integrate AMS concepts and skills in pre-clinical and clinical coursework. Here, we discuss the crucial microbiology concepts and proficiencies that are necessary for building and supporting an AMS program. We provide recommendations for key points to include in clinical curricula in order to develop the necessary microbiology interpretation skills to participate in AMS. The influence of AMS programs on local organism susceptibility patterns is emphasized. The importance of antibiograms, rapid diagnostic testing and the practical interpretations of microbiology laboratory reporting are discussed in regard to prioritization in clinical curricula. We also review the current literature on instructional strategies for introducing AMS into clinical programs, and propose concepts that should be included in didactic coursework in order to provide a foundation for AMS education.
    Keywords: Professional Development
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