VIRTUAL CASE STUDIES IN THE NOVEL RESOURCE DMU E-PARASITOLOGY

A novel on-line package for teaching and learning human parasitology, named DMU e-Parasitology, is being co-developed by academics from De Montfort University (DMU, Leicester, UK) and the Spanish universities: University of San Pablo CEU and Miguel Hernández University, in conjunction with practicing Biomedical Scientists from the UK National Health Service. The DMU e-Parasitology [1] package will be freely available on the DMU website (http://parasitology.dmu.ac.uk/) late in 2018 and content/sections currently covered: a theoretical unit for the study of eukaryotic parasites that represent serious human health threats; a virtual laboratory and microscope sections for the study of these major diseases. However, for promoting active learning and increasing engagement, we are in the process of developing a fourth section with a series of virtual case studies in medical parasitology, in which students will need to reflect and critically think to reach diagnoses, propose additional diagnostic techniques and appropriate treatment. The virtual case studies will be created following a preliminary study performed by our group [2,3], in which we observed that the introduction of mini- case studies in Medical Microbiology lectures [BSc Biomedical Science (BMS), DMU] last academic course were shown to be effective in facilitating the acquisition of transversal competences including clinical skills. These mini-case studies were based on those developed by the Laboratory Identification of Parasitic Diseases (DPDx) of the Centers for Disease Control and Prevention (CDC, USA) [4] and final year BMS students enrolled in this module were able to complete the case studies during the different lectures in a very short period of time. Contrarily, the virtual case studies for the DMU e- Parasitology will be highly interactive and students will need to use the different resources of this package, including the virtual microscope, to resolve them. Moreover, these case studies will be longer and will present different questions that the user will be able to answer depending on their clinical and parasitology skills. Between the many advantages of a virtual microscope described in the literature, including remote access to slides of high clinical quality for all users, this technological resource could facilitate the acquisition of problem-solving skills and hence the rationale of using it to resolve the case studies of the DMU e-Parasitology. This paper describes the first virtual case study created, which is available at: http://parasitology.dmu.ac.uk/learn/case_studies/cs1/story_html5.html [5]. Briefly: students are presented with a short medical history of an HIV positive male university student severely affected by bloody diarrhoea, malaise and fever; and a series of clinical slides in which trophozoites of Entamoeba histolytica and Acanthamoeba spp. can be observed. The “amoebas” virtual case study is student-friendly; so students can navigate through the case study following a series of questions with different degrees of difficulty related to these human pathogens. Students enrolled in the Medical Microbiology module in 2017/18 (n=193) have answered the amoebas case study during small workshops delivered to groups of 27/28 students during November 2017. Comprehensive student feedback is being collected to improve this case study, as it will be used as a model to complete this section of the DMU e-Parasitology

Building a DMU e-Biology resource for health sciences’ students.

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI linkThe BSc Biomedical Science (BMS) programme at De Montfort University (DMU, Leicester, UK) is accredited by the Institute of Biomedical Science (IBMS). Students enrolled within this programme acquire highly sought after skills related with human health sciences to work in: pathology departments in hospitals; research institutions; biotechnology and pharmaceutical industries; and the education sector to name a few. The degree recruits a large number of students with currently around 600 students enrolled on this programme at DMU. Despite pre-entry requirements of knowledge of subjects related to human biology, biology or chemistry, we have noted that first year students require basic support in STEM subjects (biology, chemistry and mathematics) in modules such as “Basic Microbiology”, “Basic Anatomy and Physiology” and “Chemistry for the Biosciences”. This support is especially necessary for students that come from non-traditional routes such as Business and Technology Education Council (BTEC) routes. Moreover, usually topics related with microbiology and human diseases are challenging for students, often causing stress impacting their overall performance and experience. A group of BMS academics at DMU in conjunction with universities in the European Union (EU; e.g. University of San Pablo CEU, Spain) have started to design, create and develop a series of e-learning resources or units in human biology and BMS for undergraduate students that study health sciences degrees in the EU. These units are being uploaded onto the DMU web server (http://parasitology.dmu.ac.uk/) and will be only accessible for students from participating universities during the first phase of this project (2017/18 course) in which comprehensive feedback will be collected. This web server space has three sections or modules (theoretical section, virtual laboratory and microscope) in which the new e-learning resources will be preliminary accommodated. These units will be interactive and easy to follow, and will cover basic human biology (e.g. cells, cell structure), human anatomy and physiology, histology and basic microbiology, which will be embedded in a theoretical module named DMU e-Biology within the above URL link. They will include formative assessments and case studies throughout each unit. In addition, a series of practical units are being developed which describe routine practical elements in any biomedical laboratory such as laboratory materials, pipetting, molecular techniques (e.g. PCR), cell culture (e.g. use of biological safety cabinet) and histological techniques (e.g. use of microtome, staining techniques). The development of this teaching and learning resource will cover a gap in the traditional teaching and learning methods that are currently used and provided in the participating universities. The DMU e-Biology will aid to our undergraduate students to gain knowledge in human biology and microbiology by promoting self-learning. We consider that the DMU e-Biology will help overcome spatiotemporal, equipment and resource barriers. Additionally, it may help student retention as currently about a 10% of our first year students fail to continue BMS at DMU. Finally, the creation of the DMU e-Biology will also provide support to the DMU Student Retention and Attainment Strategy 2016-2020 through the DMU Student Learning Hub, which is currently under development

Can new digital technologies support student retention and engagement?

University students in their first year face a myriad of challenges such as information overload, poor individual attention and/or minimal interaction with their peers, which can impede their progress through higher education. These challenges, together with other factors, have an impact on student retention and progression that needs to be addressed. We have established a range of strategies to improve retention and progression of new Biomedical Science (BMS) students at De Montfort University (DMU, UK) in 2016/17, including an intensive induction week with social and networking events with academics to enhance the development of constructive relationships. We have also increased the number of lectures on foundation in biology, chemistry and maths, introduced more tutorials and created “surgery” hours or weekly drop-in sessions in each module. These strategies could have been translated into a reduction in the percentage of students that abandon their BMS studies after their first year from 10.3% (24 students) in 2015/16 to 6.5% (13 students) in 2016/17, according to DMU reporting software (Tableau). However, we have noted that some of our BMS students require more basic support in STEM subjects (biology and chemistry), particularly those students that enter from the Business and Technology Education Council (BTEC) pathway, despite having met university-set entry requirements and the modifications to the curriculum to cater for such students. To address these limitations, we have started to develop a complete e-learning package designed to enhance learning and underpin the fundamental concepts of biology and biochemistry. The development of the DMU e-Biology package started in 2017 and covers the specifications for AS and A level described by the Assessment and Qualifications Alliance (AQA, 2017) for human biology as well as the basic concepts delivered in our first year modules. The DMU e-Biology also has interactive case studies related to topics of interest for our students, such as alcohol abuse and biomarkers of disease in clinical samples, to encourage self-learning and autonomous work on the part of the user. The main aim of the virtual case studies is to facilitate the development of students’ abilities to critically evaluate and use evidence from the literature, skills that are invaluable to any scientist and indeed key for future generations of biomedical scientists. The final package will be publicly available on the DMU website (http://parasitology.dmu.ac.uk/ebiology/home.htm) in 2018, after reviewing student feedback. The availability of this resource prior to students starting their course may enable earlier engagement and improve student retention

Impact of simultaneous exposure to arboviruses on infection and transmission by Aedes aegypti mosquitoes

The recent emergence of both chikungunya and Zika viruses in the Americas has significantly expanded their distribution and has thus increased the possibility that individuals may become infected by more than one Aedes aegypti-borne virus at a time. Recent clinical data support an increase in the frequency of coinfection in human patients, raising the likelihood that mosquitoes could be exposed to multiple arboviruses during one feeding episode. The impact of coinfection on the ability of relevant vector species to transmit any of these viruses (that is, their vector competence) has not been determined. Thus, we here expose Ae. aegypti mosquitoes to chikungunya, dengue-2 or Zika viruses, both individually and as double and triple infections. Our results show that these mosquitoes can be infected with and can transmit all combinations of these viruses simultaneously. Importantly, infection, dissemination and transmission rates in mosquitoes are only mildly affected by coinfection