Innovative Teaching MethodsElevating Student Learning to the Highest Level

ASCLS Region III Triennial Meeting

November 16, 2016

Learning objectives

1. Three levels of cognition

2. Lectures and exams can be used…

3. Lab can be designed…

Why is it done?

Professional schools

• Creative applicants

• Identify problem

• Propose solution

• Technology in existence for many years

Professionals

• Leaders versus followers

• Developers versus consumers

Developers

“Our immune system knows best when it

comes to diagnosing and treating a disease,”

he says. “It’s more sensitive than any test we could invent.”

Although he’s a doctor, Stephen Brossette

thinks he can save more lives by using

technology than by seeing patients…

VIPAR, which stands for Virtual Interactive

Presence in Augmented Reality, is

commercializing a UAB-developed

technology that provides real-time, two-way,

interactive video conferencing.

1.0 Three levels of cognition

Comprehension- understand

Knowledge- remember

Analysis- analyze

Application- apply

Evaluation- evaluate

Synthesis- create

1.1 Highest level = creative level

Taxonomy

Level

Verbs and

categories

Evaluation•Critique

•Summarize

Synthesis•Organize

•Design

Analysis•Compare

•Categorize

Application•Organize

•Solve

Comprehension•Distinguish

•Match

Knowledge•Identify

•Label

divergentCompose, create

convergentSelect, identify,calculate, label, and diagnose

1.2 How do we elevate student learning?

1.3 Teaching and testing must involve

1. Listening

2. Reading

3. Applying

4. Demonstrating

5. Discussing

6. Teaching one another

1.4 Is this unusual?

2.0 Tailor lectures to elevate learning

Organization

• Generate a course map

• Generate a map and outline for each lecture

• Select slides according to the outline

Delivery-Use the Flipped Classroom model

• Prerecord lectures

• Individual quizzes at the beginning of class

• Problem based application rest of class

2.1 Organization-Lecture map

DNA + Bacteria30 min

Heat Shock42oC, 90 sec

Ice2m

+ SOC37oC, 1hr

Agar+amp37oC o/n

2.2 Organization-lecture outline

DNA + Bacteria on ice 30 min• Transformation

• Competent E. coli

Heat shock at 42oC• Open pores in bacteria

Ice 2 minutes• Close pores

+ SOC 30min at 37oC• Recovery

L-Amp agar overnight

• Selection of transformed versus non-transformed

2.3 Number and order of slides

2

1

1

1

Bind DNA

Open Pores

Close Pores

Recovery

DNA + Bact.

Heat shock

Ice

+ SOC

Section Slides Purpose

Lead in

Title

Objectives

1

1

1

Attention!

Title

Lessons

+ Antibiotic 1 Selection

Lead-in slide

Bacterial TransformationFall 2016

Learning objectives

At the conclusion of this lecture, the student will be

able to explain the role, in transformation, of

1. 30 min ice incubation

2. Heat shock at 42oC

3. Brief (2min) incubation on ice

4. Incubation at 37oC shaken in SOC media

5. Plating on agar containing Ampicillin

Incubation on ice

To mix bacteria and

plasmid

Bring ‘reactants’ into

close proximity

Facilitates entry of

plasmid into the

bacteria

30 min ice incubation

Difficult to transform

normal bacteria

Must alter charge on the

membrane

Use Ca2+ to bridge two

negatively charged entities

together

Heat shock

Sudden change in

temperature alters

membrane integrity

Opens pores in the

membrane

Forces plasmid through

the pores

Ice for 2 min

Restores membrane

integrity

Closes pores

Keesp plasmid from exiting

bacteria

Shaken in SOC

SOC is rich medium for

bacteria

The bacteria has gone

through a lot

Allows the bacteria to

recover

Plating on agar-Amp

Survival of the fittest!

Only bacteria with

plasmid will survive

VOL-Prerecorded

• I- teaches the basic principle

• II- uses an example where principle is being used in the industry

• III-Quiz at end of lecture to drive home critical points

ICL- Live-classroom

• I- Individual quiz

• II- lecture on the answers of the problems

PBA- Live-classroom

• I- teams work on problem

• II- class discuss answers

VOL ICL PBA

2.4 Delivery of lectures-Flipped Classroom

2.5 Tailor exams to elevate learning

Symptoms Cold FluFever Rare (100-102 degrees F); 3-4 days

Headache Rare Prominent

General Aches, Pains Slight Usual; often severe

Fatigue, Weakness Quite mild 2-3 weeks

Extreme Exhaustion Never Early and prominent

Stuffy Nose Common Sometimes

Sneezing Usual Sometimes

Sore Throat Common Sometimes

Chest Discomfort, Cough Mild to mod; hacking cough Common; can become severe

Complications Sinus congestion or earache Bronchitis, pneumonia;can be life-threatening

Prevention Good hygiene Annual flu shot or FluMist

Treatment OTC temporary relief Antiviral drugs within 24-48 hours of onset

Writing questions

Level Sample behavior

Evaluation •Assess the effectiveness of the protocol

Synthesis •Develop a new protocol for treating the cold

Analysis•Compare and contrast progression of cold and flu, or

•Determine if a patient has a cold or the flu

Application•Describe the standard process for determining if a

patient has a cold or the flu

Comprehension •Match symptoms with their associated ailments

Knowledge •Identify three symptoms of a cold

Knowledge level question

Which of the following symptoms is most

descriptive of the cold?

A. Extreme exhaustion

B. Fever

C. Stuffy nose

D. General aches

Comprehension level question

Match the following with their appropriate symptoms:

A. Fever

1) Cold

2) Flu

B. Extreme exhaustion

1) Cold

2) Flu

C. Sneezing

1) Cold

2) Flu

D. Sinus congestion

1) Cold

2) Flu

Application level question

A patient comes in complaining of symptoms

which include fever, stuffy nose, sneezing and

sore throat. In order to determine if the patient

has the flu or cold, which of the following

symptoms would you look for to confirm that it’s

the flu?

A. Sneezing

B. Sore throat

C. Fever

D. Stuffy nose

Analysis level question

It is the flu season and a lot of patients are

coming to your rural clinic daily. In the absence

of sophisticated instrumentation, rapid and

correct diagnosis of the flu is critical. What rapid

but efficient diagnostic procedure would you

design that will determine if someone has the

flu?

A. Coughing, sneezing, sore throat, headache

B. Fever, headache, extreme exhaustion, general aches

and pains

C. Fever, sneezing, stuffy nose, extreme exhaustion

D. Sore throat, sneezing, headache, fever

You are on sabbatical on an island paradise in the Pacific

and in the midst of your vacation a flu epidemic hits the

island. There are no antiviral drugs and all you can gather

are OTC medications consisting of Tylenol, Motrin, Aleve,

Chlorpheniramine (antihistamine), Pheniramine

(antihistamine), Diphenhydramine (antihistamine and

sedative), Dextromethorphan (cough suppressant) and

Guaifenesin (expectorant). Which of the following will be a

good treatment for the flu?

A. Tylenol, Motrin, Aleve, chlorpheniramine

B. Tylenol, Chloroheniramine, Dextromethorphan, Guaifenesin

C. Chlorpheniramine, Pheniramine, Guaifenesin, Dextromethorphan

D. Motrin, Diphenhydramine, Dextromethorphan, Guaifenesin

Synthesis level question

You have decided to use two (A and B) treatment

paradigms for flu on this island and wanted to determine

which is the most effective in treating flu symptoms. How

would you go about determining which treatment is the

most effective in treating the flu?

A. Treat the serious flu symptoms with A and mild symptoms with B

and follow progress

B. Treat the mild flu symptoms with A and serious symptoms with B

and follow progress

C. Assign patients randomly to receive A or B and follow progress

D. Treat all males with A and females with B and follow progress

Evaluation level question

Problem

You are on sabbatical on an island paradise in

the Pacific and in the midst of your vacation a flu

epidemic hits the island. There are no antiviral

drugs and all you can gather are OTC

medications consisting of Tylenol, Motrin, Aleve,

Chlorpheniramine (antihistamine), Pheniramine

(antihistamine), Diphenhydramine (antihistamine

and sedative), Dextromethorphan (cough

suppressant) and Guaifenesin (expectorant).

Knowledge level question

Which of the following symptoms is most

descriptive of the cold?

A. Extreme exhaustion

B. Fever

C. Stuffy nose

D. General aches

Comprehension level question

Match the following with their appropriate symptoms:

A. Fever

1) Cold

2) Flu

B. Extreme exhaustion

1) Cold

2) Flu

C. Sneezing

1) Cold

2) Flu

D. Sinus congestion

1) Cold

2) Flu

Application level question

In order to determine if the patient has the flu or

cold, which of the following symptoms would you

look for to confirm that it’s the flu?

A. Sneezing

B. Sore throat

C. Fever

D. Stuffy nose

Analysis level question

What rapid but efficient diagnostic procedure

would you design that will determine if someone

has the flu?

A. Coughing, sneezing, sore throat, headache

B. Fever, headache, extreme exhaustion, general aches

and pains

C. Fever, sneezing, stuffy nose, extreme exhaustion

D. Sore throat, sneezing, headache, fever

Which of the following will be a good treatment for the flu?

A. Tylenol, Motrin, Aleve, chlorpheniramine

B. Tylenol, Chloroheniramine, Dextromethorphan, Guaifenesin

C. Chlorpheniramine, Pheniramine, Guaifenesin, Dextromethorphan

D. Motrin, Diphenhydramine, Dextromethorphan, Guaifenesin

Synthesis level question

You have decided to use two (A and B) treatment

paradigms for flu on this island paradise and wanted to

determine which is the most effective in treating flu

symptoms. How would you go about determining which

treatment is the most effective in treating the flu?

A. Treat the serious flu symptoms with A and mild symptoms with B

and follow progress

B. Treat the mild flu symptoms with A and serious symptoms with B

and follow progress

C. Assign patients randomly to receive A or B and follow progress

D. Treat all males with A and females with B and follow progress

Evaluation level question

To elevate learning to the highest level

Organize lectures using maps and outlines

Use Flipped Classroom model for delivery

• Prerecorded lectures

• Individual quizzes

• Problem based application that is team based

Write questions

• At the beginning: 90% low-mid, 10% highest level

• Mid semester: 50% low-mid, 50% highest level

• End of semester: 10% low-mid, 90% highest level

3.0 Tailor labs to elevate learning

To determine which region of the cytosolic

domain of RANK interacts with TRAF-2 which

causes TRAF-2 induced degradation of RANK

Figure. RANK signal transduction via TRAFs. (A) In osteoclasts, ligation of RANK leads to TRAF6-dependent activation of the Akt, NFATc1 and NF-κB pathways, resulting in osteoclast differentiation, proliferation and activation. (B) In mammary epithelial cells, RANK activates the NF-kB pathway via TRAF2, leading to the development of lactating mammary gland, and progression and bone metastasis of breast cancers.

3.1 Project map

* 1kb insert * 5kb plasmid

* 4kb V & 1kb Insert* 4.782kb

plasmid

* Transfected Cells for protein isolation

* WB of RANK and TRAF-2

3.2 Skills1. Use of all the tools in a molecular lab

2. Primer design

3. PCR

4. Agarose gel electrophoresis

5. Cloning

6. Transformation

7. Plasmid isolation

8. Restriction enzyme digest

9. DNA sequencing

10. Transfection

11. Protein isolation

12. Western blot

13. And many others…

3.3 Practical skills

1. Team work

2. Time management

3. Plan experiments

4. Design experiments

5. Execute experiments

6. Trouble shoot problems

7. Present findings

8. Scientific poster

9. Manuscript

3.4 Profound skills

Real work experience unparalleled…

Learn to be a creative thinker

Communicate your discovery (grants, papers,

investors)

Translate discovery from bench to bedside to

alleviate human suffering