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dc.contributor.authorMoni, Roger W
dc.contributor.authorHryciw, Deanne H
dc.contributor.authorPoronnik, Philip
dc.contributor.authorLluka, Lesley J
dc.contributor.authorMoni, Karen B
dc.date.accessioned2017-05-03T15:52:12Z
dc.date.available2017-05-03T15:52:12Z
dc.date.issued2007
dc.identifier.issn1043-4046
dc.identifier.doi10.1152/advan.00020.2007
dc.identifier.urihttp://hdl.handle.net/10072/32794
dc.description.abstractResponding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year class of students, most of whom were enrolled in Bachelor of Pharmacy and Human Movement Studies. Here, we report details for the 365 students enrolled primarily in Pharmacy and Human Movement Studies bachelor degree programs in semester 1 of 2006. We designed a specific strategy to assess five core laboratory skills: 1) accurate and precise use of a micropipette, 2) calculation of dilutions and preparation of diluted samples of saline, 3) accurate representation of data using a graph, 4) use of a light microscope, and 5) acquisition of digital data by measuring the latent period for the Achilles reflex. Graduate tutors were trained to teach and assess each student on each skill. The development of competency was tracked for all students across all five skills. Most students demonstrated proficiency on their first attempt. The development of proficiency across the core skills depended on both the skill and degree program. In semester 2 of 2006, 854 students mostly enrolled in the Bachelor of Science degree program and were similarly taught and assessed on the same five core skills. This approach was an effective teaching and assessment strategy that, when applied beyond first year, should increase the level of laboratory skills across undergraduate programs in physiology.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAmerican Physiological Society
dc.publisher.placeUnited States
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom266
dc.relation.ispartofpageto269
dc.relation.ispartofjournalAdvances in Physiology Education
dc.relation.ispartofvolume31
dc.rights.retentionY
dc.subject.fieldofresearchZoology
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchCurriculum and pedagogy not elsewhere classified
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3109
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390199
dc.subject.fieldofresearchcode3904
dc.titleAssessing core manipulative skills in a large, first-year laboratory
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyrightSelf-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the author[s] for more information.
gro.date.issued2015-02-02T04:16:56Z
gro.hasfulltextNo Full Text
gro.griffith.authorHryciw, Deanne


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