Students' approaches to developing scientific communication skills.

Science communication is a core skill for undergraduate science students to acquire in preparation for their future careers, but studies show that this skill is underdeveloped in science graduates. The aim of this study was to discover the resources and approaches undergraduate students use to effectively develop their science communication skills and how the use of these methods relates to academic performance on a communication task. Undergraduate students undertaking a second-year biomedical science course ( = 490) were asked which approaches and resources they used to aid the development of their science communication skills, and the frequency of their responses was correlated against their laboratory report mark, using multiple regression and relative weights analysis.

The anatomy of agency: Improving academic performance in first-year university students.

The transition from secondary to tertiary education can be challenging, as students must adapt to independent learning. For students in the allied health and nursing disciplines, this transition may coincide with compulsory first-year courses in anatomy, which are traditionally difficult to master. Students' agency-their capacity to make intentional choices to alter the path of their learning-may play a role in their successful completion of first-year anatomy courses.

Do-it-yourself physiology labs: Can hands-on laboratory classes be effectively replicated online?

Laboratory classes are a cornerstone of physiology education, enabling students to develop essential knowledge and skills. Recent moves toward utilizing blended options to support face-to-face classes with online materials are beneficial, but using solely online classes may not produce similar learning gains. During 2020, the global pandemic meant a loss of face-to-face teaching, such that laboratory classes were rapidly transitioned to online delivery.

Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?

Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course.

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students' Self-regulated Learning Behavior.

To elucidate the ability of pharmacy students to self-regulate their learning, and to determine the impact of their self-regulatory behaviors on their learning outcomes. This study took a mixed methods approach that used "meta-learning" assessment tasks to identify the learning strategies chosen and relied on by 139 second-year pharmacy students, and to determine the relationships between the quality of strategies and academic achievement. Although students had previously tried a wide range of learning strategies, they only consistently rely on a few of them.

How do students deal with difficult physiological knowledge?

Physiology courses are considered to be challenging for students to master due to the highly conceptual nature of the discipline and the substantial cognitive effort required to understand disciplinary knowledge. Students must choose appropriate learning strategies to develop their understanding, as their choices may influence both their understanding and their academic achievement. The primary aim of this study was to develop an understanding of why students experience difficulties with physiology and how they respond when facing the challenge of learning this discipline.

CLIPS (Communication Learning in Practice for Scientists): A New Online Resource Leverages Assessment to Help Students and Academics Improve Science Communication.

The ability to communicate is a crucial graduate outcome for science students; however, crowded curricula and large class sizes make it difficult to find time to explicitly teach foundational communication skills. In response to these challenges, we developed an online resource called Communication Learning in Practice for Scientists, or CLIPS. CLIPS provides a multi-point mentoring model that has allowed us to successfully integrate the teaching and learning of a complex set of tacitly-understood skills across multiple scientific disciplines.

Online instructional anatomy videos: Student usage, self-efficacy, and performance in upper limb regional anatomy assessment.

Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high-risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self-efficacy. This study investigated whether student self-efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self-efficacy and/or learning.

Assessing students' ability to critically evaluate evidence in an inquiry-based undergraduate laboratory course.

The ability to critically evaluate and use evidence from one's own work or from primary literature is invaluable to any researcher. These skills include the ability to identify strengths and weakness of primary literature, to gauge the impact of research findings on a field, to identify gaps in a field that require more research, and to contextualize findings within a field. This study developed a model to examine undergraduate science students' abilities to critically evaluate and use evidence through an analysis of laboratory reports from control and experimental groups in nonresearch-aligned and research-aligned inquiry-based laboratory classes, respectively, and contrasted these with published scientific research articles.

Changes in Biology Self-Efficacy during a First-Year University Course.

Academic self-efficacy encompasses judgments regarding one's ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester.

Oral administration of green plant-derived chemicals and antioxidants alleviates stress-induced cellular oxidative challenge.

Background: This study examined the efficacy of the combination antioxidant, Formula 42 (F42), on cellular stress indicators in animal and human models of stress-induced oxidative stress.

Methods: A sub-chronic psychological stress model in rodents was used to induce stress and oxidative stress indicators over a 10-day period during which animals received oral doses of F42 or water. Following treatment, body weight, plasma stress hormone corticosterone, and oxidative capacity were evaluated.

A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students.

Science graduates require critical thinking skills to deal with the complex problems they will face in their 21st century workplaces. Inquiry-based curricula can provide students with the opportunities to develop such critical thinking skills; however, evidence suggests that an inappropriate level of autonomy provided to underprepared students may not only be daunting to students but also detrimental to their learning. After a major review of the Bachelor of Science, we developed, implemented, and evaluated a series of three vertically integrated courses with inquiry-style laboratory practicals for early-stage undergraduate students in biomedical science.

Expanding voluntary active-learning opportunities for pharmacy students in a Respiratory Physiology Module.

Objectives: To expand voluntary active-learning opportunities for bachelor of pharmacy students enrolled in a third-year human physiology and pharmacology course and determine whether the additional course components improved learning outcomes.

Design: Additional voluntary active-learning opportunities including a large-class tutorial, additional formative assessment, and an online discussion were added to the Respiratory Physiology Module of the course. Examination scores were compared with those from previous years.

The efficacy of interactive lecturing for students with diverse science backgrounds.

Learning is an active process, and, as such, interactive lectures are considered as the educational best practice. This study investigated the efficacy of interactive lecturing in a module of eight respiratory physiology lectures in a second-year Physiology course with two distinct subcohorts: students with strong science backgrounds and those without. The comparison of student performance in the summative examinations of respiratory physiology allowed us to evaluate the efficacy of interactive lecturing for each subcohort.