DEVELOPMENT AND EVALUATION OF CONTEXT-BASED UNDERGRADUATE BIOCHEMISTRY FOR HEALTH SCIENCES (CUBHS) RESOURCES FOR FUTURE HEALTH WORKERS

BACKGROUND The Context-based Undergraduate Biochemistry for Health Science (CUBHS) learning resource is designed to link biochemistry concepts to students’ future clinical practice in nursing, pharmacy and psychology in preparation for ever-changing professional contexts. Our research aimed to develop and evaluate CUBHS resources. DESIGN AND DEVELOPMENT In designing contexts for the resources, relevant clinical scenarios were identified and tasks that linked context with Biochemistry concepts were collaboratively designed through a series of 15 interviews with health professionals/educators. Then, resources for nursing, pharmacy and psychology were developed. PILOT TEST AND EVALUATION CUBHS resources were piloted in workshops involving 43 (nursing, pharmacy, psychology) students. Our pilot test determined the effects of CUBHS on perception of relevance (PR), attitude towards biochemistry (AB) and achievement. Surveys, biochemistry quizzes and focus groups were conducted. Our survey revealed a significant difference (p < 0.05) in the pre-to-post scores in perceived relevance to future professional life (PR) and anxiety (AB). Pre-to-post quiz scores showed a significant difference (p < 0.001). Focus group data confirmed the relevance of CUBHS to interactions with patients and health professionals, fun/engaging learning and strengthening of understanding of concepts. IMPLEMENTATION Our results serve as basis for implementation and development of more resources, which are adapted to COVID-19 clinical contexts

An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study

Within Science, Technology, Engineering and Mathematics (STEM), there is cross cultural evidence of gaps in transferrable skills between new graduates’ capabilities and employers’ expectations. These gaps hinder graduates’ ability to obtain employment. Herein we report the impact of an evidence-based approach to closing skills gaps in senior STEM students based on their self-perceived employability. A capstone-style, for-credit elective module was developed for STEM students based on the skills gaps found in prior research. The impact of this intervention was measured utilising a mixed-method design. Students’ self-perceived employability pre- and post- module completion were measured, along with post-module reflections collected via a series of open-ended questions. Overall, the module had a positive impact on student self-perceived employability, with the greatest impact in the areas of ‘awareness of opportunity’, ‘perceptions of future success’, and ‘confidence in skills’. A post hoc analysis indicated significant increases in post-module completion ‘confidence in skills’ for women, an important insight given the gender-based issues in career progress and retention in STEM. The qualitative analysis suggested that students highly valued the opportunity to develop job application and transferable skills. The results are discussed in the light of the importance of evidence-based, curriculum-embedded interventions in guiding students to employment

Effect of Instruction on EMG Activity of the Rectus Abdominis during a Crunch on a Swiss Exercise Ball

Purpose: The purpose of this study was to assess the benefit of instruction from a physical therapist in participant performance of an abdominal crunch on a Swiss ball, determined through electromyography (EMG) of the rectus abdominis. Subjects: Our subjects included male (n=15) and female (n=15) college students between the ages of 18-50 years old. Exclusion criteria included a history of low back pain, prior spine surgery, pregnancy, previous formal instruction of crunches on a Swiss ball, and an allergic reaction to rubbing alcohol. Instrumentation: EMG biofeedback was used to test rectus abdominis muscle activity. This activity was transmitted by a Noraxon Telemy08 telemetry unit (Noraxan USA, 13430 North Scottsdale Rd., AZ 85254). Data was collected by the Noraxon Telemy08 receiver. The peak Notus5 system (Peak Performance, Englewood, CO) was used to store and analyze the EMG data. Procedure: Participants performed a manual muscle test of the rectus abdominis muscle and the EMG activity was recorded and used for base line data. The subjects were then asked to perform 10 abdominal crunches on the ball without any instruction. This data was recorded, and then verbal instruction on proper technique of an abdominal crunch on the ball was given. Following instruction, participants had one minute to rest, and then perform an additional 10 crunches using the new correct posture. Data Analysis: For statistical analysis, a repeated-measures t-test was used with an alpha level of .05. Results: There was no significant difference when comparing the mean values of EMG muscle activity of the upper rectus abdominis pre and post instruction and lower rectus abdominis pre and post instruction. (78.05 and 76.14 --70.50 and 69.73 respectively) Conclusions and Clinical Implications: In conclusion our study results did not support a significant difference in rectus abdominis muscle activity after instruction measured through EMG analysis. Injury due to over training, muscle imbalances or muscle strains could be avoided when patients are given instructions and demonstrate proper technique

Development of a chemistry critical thinking test: initial reliability and validity studies

Background There are a myriad of commercially available tools which test critical thinking. These tests are designed for recruitment purposes and the context of these tests are often generic or abstract. A more accurate representation of student critical thinking may be obtained when students attach significance to the context of the test. Aims The aim of this investigation is to develop an instrument which can evaluate a chemistry student’s critical thinking ability at any stage of their study. This paper describes the development of a pilot test and reliability and validity studies associated with the test. Design and methods A chemistry critical thinking test was developed with thirty multiple choice items designed to assess ‘making assumptions’, ‘assessing arguments’, ‘making hypotheses’, ‘testing hypotheses’ and ‘drawing conclusions’. This test was administered to 1200 first year Monash University undergraduate chemistry students at the beginning of semester 1, 2016. 746 students completed the test which was analysed for internal reliability by using Cronbach’s alpha, t-tests and a correlation matrix of all test items. In conjunction with this, qualitative data has been collected from an academic focus group with respect to the content and construct validity of the test. Results A bell curve distribution of student test scores was obtained. Each sub-section of the test, for example ‘making assumptions’, reflected a similar distribution of scores. The internal reliability studies are still in progress. Students from this cohort have been invited to take part in a test-retest reliability study, a construct validity study against commercially available tools, and provide demographic data. Students will also participate in focus groups to collect qualitative data to further assess the content and construct validity of the test. These finding will be presented as part of this paper. Qualitative data from the academic focus group suggests that the some test items are dependent on chemistry knowledge. However, the focus group agree with how the constructs are assessed, and the relevance of the thought processes required to obtain the appropriate answer. Conclusions A chemistry critical thinking test has been developed and piloted. 746 first year participants obtained a bell curve distribution of scores and internal reliability data is pending. Qualitative data suggests the pilot test is dependent on chemistry knowledge in some areas. However the constructs of critical thinking are in alignment with the intention of the test

Transforming laboratory learning through work integrated learning

Monash Chemistry is redeveloping its laboratory learning by bringing work integrated learning into the undergraduate laboratory activities. With the help of industry partners Monash Chemistry will introduce workplace authentic activities to all classes to engage students in science and ensure work ready graduates

Assessing the relationship between attitudes toward chemistry, chemistry self-efficacy beliefs, and career aspirations of undergraduate chemistry students

Science education is of profound importance in the society today, hence a great deal of effort is being put on research in order to provide interventions aimed at enhancing the quality of teaching and learning of science courses in both basic and higher institutions of learning. Most of the research activities have tried to establish connection between various variables such as learners’ attitudes toward science subjects, self-efficacy beliefs and career aspirations, deemed to affect the quality of science education. Most of these research has focused on science education in secondary school thereby presenting an opportunity for more of such studies focused on tertiary learning institutions. This study therefore seeks to investigate potential associations between undergraduate students’ attitudes toward chemistry, their self-efficacy beliefs, career aspirations and learning outcomes in three countries. The study also aims at developing various interventions that will be informed by the findings of the questionnaire surveys and interviews

An undergraduate chemistry student view of critical thinking

KEYWORDS: critical thinking, qualitative analysis, chemistry, undergraduate, questionnaire BACKGROUND: In the field of chemistry critical thinking is commonly listed as graduate attribute in higher education qualifications. Much research has been conducted into the definition and pedagogy of critical thinking, and methods by which it can be developed in tertiary students of chemistry. AIM: This research sets out to define critical thinking from a student perspective and evaluate the importance students place on developing critical thinking skills in their studies. Furthermore, this study has sought to gain an understanding of which aspects of their chemistry education students perceived to be developing these skills. METHOD: A short open ended questionnaire was administered to a cohort of 800 first year, 300 second year and 90 third year Monash University undergraduate chemistry students at the beginning of semester 1, 2015. In total there were 522 respondents and the data was analysed via Nvivo using a grounded theory approach. RESULTS: Respondents identified critical thinking as an important skill to develop but only after skills such as ‘social skills’, ‘study skills’ and ‘communication’. Themes that emerged from the data with respect to a definition of critical thinking included ‘ability’, ‘analysis’, ‘decision making’, ‘information’, ‘lateral thought’, ‘objectivity’ and ‘problem solving’. Students indicated that they developed their critical thinking most often in a practical setting. Second year students in particular, highlighted inquiry-based activities as an opportunity to develop critical thinking. When asked to describe their confidence in developing their critical thinking, a bell curve distribution from ‘not very confident’ to ‘fairly confident’ was observed and approximately 15% of respondents cited difficulties and/or strategies associated with developing critical thinking, unrequested. These respondents cited a lack of guidance and content knowledge as the source of these difficulties. CONCLUSION: 522 undergraduate chemistry students were administered an open ended questionnaire regarding various aspects of critical thinking. Via qualitative analysis it emerged that students believed critical thinking to be important to develop during their studies but it was not their highest priority. Respondents defined critical thinking using words such as ‘analysis’, ‘objectivity’ and ‘problem solving’. The questionnaire suggests that students develop their critical thinking skill in practical setting and that difficulties arise in development due to poor guidance and limited content knowledge

Skills reflection in the undergraduate science curriculum: What, why, and how

Resolution of interdisciplinary problems in research, the workplace and society require application of transferable skills including teamwork, communication, creativity, adaptability, problem-solving, critical thinking and organization/project management. Universities are embedding opportunities for science students to develop such skills. However, past research suggests students have narrow recognition of curriculum-related skill development and may not realise they have the skills to succeed in interdisciplinary contexts. This mixed methods study explored the impact of engaging sixty volunteer science undergraduates in recording and reflecting on course-related skill development for a semester, supported by group discussions and email prompts. The impact on students was analysed through pre- and post-participation surveys, group discussions/interviews and written reflections. Surveys were designed to investigate whether reflection impacted students’ views of their skills, degree, career preparation and employability. The students (studying chemistry, biology, earth sciences, maths and/or physics) found it difficult to think beyond disciplinary development to identify and reflect on skill-related experiences. However, doing so increased their ability to recognise and articulate skill development, strengths and weaknesses, learn from challenges and value curriculum tasks. Recommendations are made regarding best practice approaches for incorporating skills reflection in the science curriculum, with further application and research underway in biology and chemistry units