Loading…
Effects of different delivery modes on teaching biomedical science practical skills in higher education during the 2021 pandemic measures
The COVID‐19 pandemic related measures had augmented the rise of online education. While online teaching had mitigated the negative impacts from educational institutional closures, it was unable to displace hands‐on biomedical laboratory practical lessons effectively. Without practical sessions, the...
Saved in:
Published in: | Biochemistry and molecular biology education 2022-07, Vol.50 (4), p.403-413 |
---|---|
Main Authors: | , , , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
cited_by | cdi_FETCH-LOGICAL-c4657-748e769437266953a044c0afdc592ca10c4f1862a670b4b61fd09ba2900d91e3 |
---|---|
cites | cdi_FETCH-LOGICAL-c4657-748e769437266953a044c0afdc592ca10c4f1862a670b4b61fd09ba2900d91e3 |
container_end_page | 413 |
container_issue | 4 |
container_start_page | 403 |
container_title | Biochemistry and molecular biology education |
container_volume | 50 |
creator | Heng, Zealyn Shi‐Lin Koh, Darius Wen‐Shuo Yeo, Joshua Yi Ooi, Chui‐Ping Gan, Samuel Ken‐En |
description | The COVID‐19 pandemic related measures had augmented the rise of online education. While online teaching had mitigated the negative impacts from educational institutional closures, it was unable to displace hands‐on biomedical laboratory practical lessons effectively. Without practical sessions, there was concern over the imparting of laboratory skills even with video demonstrations. To investigate the effectiveness of different delivery modes in imparting laboratory skills, theoretical and practical student assessments were analyzed alongside an anonymous survey on their motivation and prior experience. The undergraduate students were exposed to (1) instructor‐live demonstration; (2) video demonstration or (3) no demonstration prior to the practical test which was a plasmid extraction. Significantly higher mini‐prep yields and purity were found for both instructor‐live and video demonstrations compared to no demonstration. Comparison with pre‐pandemic theoretical assessment performance showed no significant differences despite longer contact hours during pre‐pandemic times. Prior lab experience and motivation for selecting the course did not significantly affect student mini‐prep yields. In conclusion, our findings suggest that video demonstrations were as effective as instructor‐live demonstrations during the pandemic without noticeably compromising the teaching and learning of biomedical laboratory skills. |
doi_str_mv | 10.1002/bmb.21637 |
format | article |
fullrecord | <record><control><sourceid>proquest_pubme</sourceid><recordid>TN_cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_9347998</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1341778</ericid><sourcerecordid>2689483619</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4657-748e769437266953a044c0afdc592ca10c4f1862a670b4b61fd09ba2900d91e3</originalsourceid><addsrcrecordid>eNp1kctuFDEQRS0EIg9Y8AEgS2zCohO_2m5vIpFoeCmITfaW266edujHYHcnmk_IX-NJhxEgZeWS76lbVboIvaHklBLCzuq-PmVUcvUMHdKS64ILpp_nWihSVFSVB-gopRuSWSnUS3TAS8moouoQ3a-aBtyU8NhgH3IdYZiwhy7cQtzifvSQtQFPYF0bhjWuw9iDD852OLkAgwO8idZNy8_P0HUJhwG3Yd1CxOBnZ6eQDfwcd-1TC5gRRvHGDh764HAPNs0R0iv0orFdgteP7zG6_rS6vvxSXP34_PXy41XhhCxVoUQFSmrBFZNSl9wSIRyxjXelZs5S4kRDK8msVKQWtaSNJ7q2TBPiNQV-jM4X281c50NcPjfazmxi6G3cmtEG868yhNasx1ujuVBaV9ng5NEgjr9mSJPpQ3LQdXaAcU6GSUWZEoTs0Pf_oTfjHId8XaYqLSouqc7Uh4VycUwpQrNfhhKzy9fkfM1Dvpl99_f2e_JPoBl4uwAQg9vLq2-UC6rUbqWzRb8LHWyfnmQuvl8sI38D0nC57Q</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2689483619</pqid></control><display><type>article</type><title>Effects of different delivery modes on teaching biomedical science practical skills in higher education during the 2021 pandemic measures</title><source>Wiley</source><source>ERIC</source><creator>Heng, Zealyn Shi‐Lin ; Koh, Darius Wen‐Shuo ; Yeo, Joshua Yi ; Ooi, Chui‐Ping ; Gan, Samuel Ken‐En</creator><creatorcontrib>Heng, Zealyn Shi‐Lin ; Koh, Darius Wen‐Shuo ; Yeo, Joshua Yi ; Ooi, Chui‐Ping ; Gan, Samuel Ken‐En</creatorcontrib><description>The COVID‐19 pandemic related measures had augmented the rise of online education. While online teaching had mitigated the negative impacts from educational institutional closures, it was unable to displace hands‐on biomedical laboratory practical lessons effectively. Without practical sessions, there was concern over the imparting of laboratory skills even with video demonstrations. To investigate the effectiveness of different delivery modes in imparting laboratory skills, theoretical and practical student assessments were analyzed alongside an anonymous survey on their motivation and prior experience. The undergraduate students were exposed to (1) instructor‐live demonstration; (2) video demonstration or (3) no demonstration prior to the practical test which was a plasmid extraction. Significantly higher mini‐prep yields and purity were found for both instructor‐live and video demonstrations compared to no demonstration. Comparison with pre‐pandemic theoretical assessment performance showed no significant differences despite longer contact hours during pre‐pandemic times. Prior lab experience and motivation for selecting the course did not significantly affect student mini‐prep yields. In conclusion, our findings suggest that video demonstrations were as effective as instructor‐live demonstrations during the pandemic without noticeably compromising the teaching and learning of biomedical laboratory skills.</description><identifier>ISSN: 1470-8175</identifier><identifier>EISSN: 1539-3429</identifier><identifier>DOI: 10.1002/bmb.21637</identifier><identifier>PMID: 35621717</identifier><language>eng</language><publisher>Hoboken, USA: John Wiley & Sons, Inc</publisher><subject>Biomedicine ; contact hours ; Course Selection (Students) ; COVID-19 ; Demonstrations (Educational) ; Distance Education ; Distance learning ; Education ; Hands on Science ; Instructional Effectiveness ; lab demonstration ; Laboratories ; laboratory skills ; mini‐prep ; Motivation ; Online Courses ; Online instruction ; Pandemics ; Prior Learning ; School Closing ; Science Laboratories ; Science Process Skills ; Student Motivation ; Undergraduate Students ; Video Technology ; visual learning</subject><ispartof>Biochemistry and molecular biology education, 2022-07, Vol.50 (4), p.403-413</ispartof><rights>2022 International Union of Biochemistry and Molecular Biology.</rights><rights>2022 The International Union of Biochemistry and Molecular Biology</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4657-748e769437266953a044c0afdc592ca10c4f1862a670b4b61fd09ba2900d91e3</citedby><cites>FETCH-LOGICAL-c4657-748e769437266953a044c0afdc592ca10c4f1862a670b4b61fd09ba2900d91e3</cites><orcidid>0000-0002-0293-3280 ; 0000-0002-0253-0238 ; 0000-0003-1100-2346 ; 0000-0001-9936-5090 ; 0000-0001-8212-4178</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,780,784,885,27923,27924</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1341778$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/35621717$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Heng, Zealyn Shi‐Lin</creatorcontrib><creatorcontrib>Koh, Darius Wen‐Shuo</creatorcontrib><creatorcontrib>Yeo, Joshua Yi</creatorcontrib><creatorcontrib>Ooi, Chui‐Ping</creatorcontrib><creatorcontrib>Gan, Samuel Ken‐En</creatorcontrib><title>Effects of different delivery modes on teaching biomedical science practical skills in higher education during the 2021 pandemic measures</title><title>Biochemistry and molecular biology education</title><addtitle>Biochem Mol Biol Educ</addtitle><description>The COVID‐19 pandemic related measures had augmented the rise of online education. While online teaching had mitigated the negative impacts from educational institutional closures, it was unable to displace hands‐on biomedical laboratory practical lessons effectively. Without practical sessions, there was concern over the imparting of laboratory skills even with video demonstrations. To investigate the effectiveness of different delivery modes in imparting laboratory skills, theoretical and practical student assessments were analyzed alongside an anonymous survey on their motivation and prior experience. The undergraduate students were exposed to (1) instructor‐live demonstration; (2) video demonstration or (3) no demonstration prior to the practical test which was a plasmid extraction. Significantly higher mini‐prep yields and purity were found for both instructor‐live and video demonstrations compared to no demonstration. Comparison with pre‐pandemic theoretical assessment performance showed no significant differences despite longer contact hours during pre‐pandemic times. Prior lab experience and motivation for selecting the course did not significantly affect student mini‐prep yields. In conclusion, our findings suggest that video demonstrations were as effective as instructor‐live demonstrations during the pandemic without noticeably compromising the teaching and learning of biomedical laboratory skills.</description><subject>Biomedicine</subject><subject>contact hours</subject><subject>Course Selection (Students)</subject><subject>COVID-19</subject><subject>Demonstrations (Educational)</subject><subject>Distance Education</subject><subject>Distance learning</subject><subject>Education</subject><subject>Hands on Science</subject><subject>Instructional Effectiveness</subject><subject>lab demonstration</subject><subject>Laboratories</subject><subject>laboratory skills</subject><subject>mini‐prep</subject><subject>Motivation</subject><subject>Online Courses</subject><subject>Online instruction</subject><subject>Pandemics</subject><subject>Prior Learning</subject><subject>School Closing</subject><subject>Science Laboratories</subject><subject>Science Process Skills</subject><subject>Student Motivation</subject><subject>Undergraduate Students</subject><subject>Video Technology</subject><subject>visual learning</subject><issn>1470-8175</issn><issn>1539-3429</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNp1kctuFDEQRS0EIg9Y8AEgS2zCohO_2m5vIpFoeCmITfaW266edujHYHcnmk_IX-NJhxEgZeWS76lbVboIvaHklBLCzuq-PmVUcvUMHdKS64ILpp_nWihSVFSVB-gopRuSWSnUS3TAS8moouoQ3a-aBtyU8NhgH3IdYZiwhy7cQtzifvSQtQFPYF0bhjWuw9iDD852OLkAgwO8idZNy8_P0HUJhwG3Yd1CxOBnZ6eQDfwcd-1TC5gRRvHGDh764HAPNs0R0iv0orFdgteP7zG6_rS6vvxSXP34_PXy41XhhCxVoUQFSmrBFZNSl9wSIRyxjXelZs5S4kRDK8msVKQWtaSNJ7q2TBPiNQV-jM4X281c50NcPjfazmxi6G3cmtEG868yhNasx1ujuVBaV9ng5NEgjr9mSJPpQ3LQdXaAcU6GSUWZEoTs0Pf_oTfjHId8XaYqLSouqc7Uh4VycUwpQrNfhhKzy9fkfM1Dvpl99_f2e_JPoBl4uwAQg9vLq2-UC6rUbqWzRb8LHWyfnmQuvl8sI38D0nC57Q</recordid><startdate>202207</startdate><enddate>202207</enddate><creator>Heng, Zealyn Shi‐Lin</creator><creator>Koh, Darius Wen‐Shuo</creator><creator>Yeo, Joshua Yi</creator><creator>Ooi, Chui‐Ping</creator><creator>Gan, Samuel Ken‐En</creator><general>John Wiley & Sons, Inc</general><general>Wiley</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8FD</scope><scope>FR3</scope><scope>K9.</scope><scope>P64</scope><scope>RC3</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0002-0293-3280</orcidid><orcidid>https://orcid.org/0000-0002-0253-0238</orcidid><orcidid>https://orcid.org/0000-0003-1100-2346</orcidid><orcidid>https://orcid.org/0000-0001-9936-5090</orcidid><orcidid>https://orcid.org/0000-0001-8212-4178</orcidid></search><sort><creationdate>202207</creationdate><title>Effects of different delivery modes on teaching biomedical science practical skills in higher education during the 2021 pandemic measures</title><author>Heng, Zealyn Shi‐Lin ; Koh, Darius Wen‐Shuo ; Yeo, Joshua Yi ; Ooi, Chui‐Ping ; Gan, Samuel Ken‐En</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4657-748e769437266953a044c0afdc592ca10c4f1862a670b4b61fd09ba2900d91e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Biomedicine</topic><topic>contact hours</topic><topic>Course Selection (Students)</topic><topic>COVID-19</topic><topic>Demonstrations (Educational)</topic><topic>Distance Education</topic><topic>Distance learning</topic><topic>Education</topic><topic>Hands on Science</topic><topic>Instructional Effectiveness</topic><topic>lab demonstration</topic><topic>Laboratories</topic><topic>laboratory skills</topic><topic>mini‐prep</topic><topic>Motivation</topic><topic>Online Courses</topic><topic>Online instruction</topic><topic>Pandemics</topic><topic>Prior Learning</topic><topic>School Closing</topic><topic>Science Laboratories</topic><topic>Science Process Skills</topic><topic>Student Motivation</topic><topic>Undergraduate Students</topic><topic>Video Technology</topic><topic>visual learning</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Heng, Zealyn Shi‐Lin</creatorcontrib><creatorcontrib>Koh, Darius Wen‐Shuo</creatorcontrib><creatorcontrib>Yeo, Joshua Yi</creatorcontrib><creatorcontrib>Ooi, Chui‐Ping</creatorcontrib><creatorcontrib>Gan, Samuel Ken‐En</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Technology Research Database</collection><collection>Engineering Research Database</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Biotechnology and BioEngineering Abstracts</collection><collection>Genetics Abstracts</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Biochemistry and molecular biology education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Heng, Zealyn Shi‐Lin</au><au>Koh, Darius Wen‐Shuo</au><au>Yeo, Joshua Yi</au><au>Ooi, Chui‐Ping</au><au>Gan, Samuel Ken‐En</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1341778</ericid><atitle>Effects of different delivery modes on teaching biomedical science practical skills in higher education during the 2021 pandemic measures</atitle><jtitle>Biochemistry and molecular biology education</jtitle><addtitle>Biochem Mol Biol Educ</addtitle><date>2022-07</date><risdate>2022</risdate><volume>50</volume><issue>4</issue><spage>403</spage><epage>413</epage><pages>403-413</pages><issn>1470-8175</issn><eissn>1539-3429</eissn><abstract>The COVID‐19 pandemic related measures had augmented the rise of online education. While online teaching had mitigated the negative impacts from educational institutional closures, it was unable to displace hands‐on biomedical laboratory practical lessons effectively. Without practical sessions, there was concern over the imparting of laboratory skills even with video demonstrations. To investigate the effectiveness of different delivery modes in imparting laboratory skills, theoretical and practical student assessments were analyzed alongside an anonymous survey on their motivation and prior experience. The undergraduate students were exposed to (1) instructor‐live demonstration; (2) video demonstration or (3) no demonstration prior to the practical test which was a plasmid extraction. Significantly higher mini‐prep yields and purity were found for both instructor‐live and video demonstrations compared to no demonstration. Comparison with pre‐pandemic theoretical assessment performance showed no significant differences despite longer contact hours during pre‐pandemic times. Prior lab experience and motivation for selecting the course did not significantly affect student mini‐prep yields. In conclusion, our findings suggest that video demonstrations were as effective as instructor‐live demonstrations during the pandemic without noticeably compromising the teaching and learning of biomedical laboratory skills.</abstract><cop>Hoboken, USA</cop><pub>John Wiley & Sons, Inc</pub><pmid>35621717</pmid><doi>10.1002/bmb.21637</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0002-0293-3280</orcidid><orcidid>https://orcid.org/0000-0002-0253-0238</orcidid><orcidid>https://orcid.org/0000-0003-1100-2346</orcidid><orcidid>https://orcid.org/0000-0001-9936-5090</orcidid><orcidid>https://orcid.org/0000-0001-8212-4178</orcidid><oa>free_for_read</oa></addata></record> |
fulltext | fulltext |
identifier | ISSN: 1470-8175 |
ispartof | Biochemistry and molecular biology education, 2022-07, Vol.50 (4), p.403-413 |
issn | 1470-8175 1539-3429 |
language | eng |
recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_9347998 |
source | Wiley; ERIC |
subjects | Biomedicine contact hours Course Selection (Students) COVID-19 Demonstrations (Educational) Distance Education Distance learning Education Hands on Science Instructional Effectiveness lab demonstration Laboratories laboratory skills mini‐prep Motivation Online Courses Online instruction Pandemics Prior Learning School Closing Science Laboratories Science Process Skills Student Motivation Undergraduate Students Video Technology visual learning |
title | Effects of different delivery modes on teaching biomedical science practical skills in higher education during the 2021 pandemic measures |
url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-12T21%3A31%3A16IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_pubme&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Effects%20of%20different%20delivery%20modes%20on%20teaching%20biomedical%20science%20practical%20skills%20in%20higher%20education%20during%20the%202021%20pandemic%20measures&rft.jtitle=Biochemistry%20and%20molecular%20biology%20education&rft.au=Heng,%20Zealyn%20Shi%E2%80%90Lin&rft.date=2022-07&rft.volume=50&rft.issue=4&rft.spage=403&rft.epage=413&rft.pages=403-413&rft.issn=1470-8175&rft.eissn=1539-3429&rft_id=info:doi/10.1002/bmb.21637&rft_dat=%3Cproquest_pubme%3E2689483619%3C/proquest_pubme%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c4657-748e769437266953a044c0afdc592ca10c4f1862a670b4b61fd09ba2900d91e3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2689483619&rft_id=info:pmid/35621717&rft_ericid=EJ1341778&rfr_iscdi=true |