Integrating teaching and research in undergraduate biology laboratory education.

PLoS Biol

School of Education, Stanford University, Stanford, California, United States of America.

Published: November 2011

A course recently designed and implemented at Stanford University applies practical suggestions for creating research-based undergraduate courses that benefit both teaching and research.

Download full-text PDF

Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3216991PMC
http://dx.doi.org/10.1371/journal.pbio.1001174DOI Listing

Publication Analysis

Top Keywords

integrating teaching
4
teaching undergraduate
4
undergraduate biology
4
biology laboratory
4
laboratory education
4
education course
4
course designed
4
designed implemented
4
implemented stanford
4
stanford university
4

Similar Publications

Racil, G, Padulo, J, Trabelsi, Y, Frizziero, A, Russo, L, and Migliaccio, GM. Rhythmic exercises before basketball training: A study on motor skills, static balance, and reaction speed in school-aged children. J Strength Cond Res 38(12): e761-e768, 2024-The aim of this study was to investigate the effects of combining rhythmic exercises with basketball training on the improvement of basic motor and physical skills in children.

View Article and Find Full Text PDF

Impact of Psychological Factors on Survival in Metastatic Esophagogastric Cancer: Secondary Analysis of a Randomized Controlled Trial.

JCO Oncol Pract

January 2025

Key Laboratory of Carcinogenesis and Translational Research (Ministry of Education/Beijing), Department of Psycho-Oncology, Peking University Cancer Hospital &Institute, Beijing, China.

Purpose: Early interdisciplinary supportive care (ESC), including psychological interventions, can improve the survival of patients with metastatic esophagogastric cancer (EGC). The purpose of the study was to evaluate the association between psychological factors and survival in patients with metastatic EGC.

Methods: A secondary analysis was conducted for an open-label randomized controlled trial of ESC, in which 246 patients with EGC completed a distress measure (the distress thermometer) and a depression symptom measure (the Patient Health Questionnaire-9 [PHQ-9]) at baseline before cancer treatments.

View Article and Find Full Text PDF

Impacts, Adaptations, and Preparedness Among SNAP-Ed Implementers During the COVID-19 Pandemic: A Multistate Study.

J Public Health Manag Pract

November 2024

Author Affiliations: Department of Health Promotion, Education, and Behavior, University of South Carolina, Columbia, South Carolina (Ms Draper, Dr Younginer, and Mr Samin); Center for Excellence in Public Health, University of New England, Portland, Maine (Dr Rodriguez and Ms Bruno); and Department of Nutrition and Food Sciences, University of Rhode Island, Providence, Rhode Island (Dr Balestracci).

Objective: The study examines: 1) impacts of COVID-19 on the work of Supplemental Nutrition Assistance Program - Education (SNAP-Ed) implementers, 2) facilitators and barriers experienced in making adaptations, and 3) factors that would have helped with preparedness to adapt.

Design, Setting, And Participants: A purposive sample of 181 SNAP-Ed program implementers from across five states completed a survey or interview based on the study aims. Quantitative data was summarized with descriptive statistics and qualitative data was analyzed thematically.

View Article and Find Full Text PDF

Background: Most studies on respectful maternity care (RMC) and mistreatment of women have focused on intrapartum care with limited information on how women are treated during induction of labor (IOL), pre-labor phase of the maternity care continuum. Emerging multi-country evidence indicates that nearly 30% of women who undergo IOL do not consent to the procedure and constitutes a violation of their rights to optimal maternal health. This study explored women's lived experiences of respectful care and mistreatment during IOL in a tertiary setting in Ghana.

View Article and Find Full Text PDF

Clinical workplace learning is often suboptimal due to the dynamics of the clinical learning environment and several challenges encountered in clinical practice. At LUMC, clinical teachers introduced a novel blended learning program that included both the introduction of a Clinical Teaching Unit (CTU) and Small Private Online Course (SPOC). This study aimed to analyze the educational content and design of our educational interventions, by categorizing and comparing the dimensions of the learning program before and after the interventions.

View Article and Find Full Text PDF

Want AI Summaries of new PubMed Abstracts delivered to your In-box?

Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!