Engaging students in clinical bacteriology: A fresh look
Frequently there is a disconnectedness, either perceived or actual, between theoretical principles and laboratory practice in science education and this holds true for clinical microbiology where traditionally knowledge is delivered in ‘chunks’ in a lecture format with the misguided belief that students have to know ‘everything about everything’. This preoccupation with content delivery often leaves no time for active class discussion or reflection. Moreover, laboratory classes are treated as add-ons to the process, rather than an integrated part of the whole learning experience. In redesigning our units (subjects) we have bridged the gap between the theory and practice of clinical bacteriology. In doing so, we have seen a transformation in the learning experiences of our students and in the way we teach.
Impact and interest:
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|Item Type:||Journal Article|
|Additional Information:||The publisher version of Microbiology Australia articles are freely available from the publisher's website 12 months after publication - see "Official URL" above.|
|Keywords:||Microbiology education, Clinical bacteriology, Student engagement, Theory-practice integration, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)|
|Divisions:||Past > Schools > Cell & Molecular Biosciences|
Past > QUT Faculties & Divisions > Faculty of Science and Technology
Current > Institutes > Institute of Health and Biomedical Innovation
|Copyright Owner:||Copyright 2010 The Australian Society for Microbiology Inc.|
|Deposited On:||11 Mar 2011 10:02|
|Last Modified:||12 Mar 2011 00:56|
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