Tips & Tools
JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION, May 2014, p. 33-35 DOI: http://dx.doi.org/10.1128/jmbe.v15i1.640
“Meet the Expert Interviews,” an Integrative Learning Experience for Microbiology and Anatomy & Physiology Undergraduate Students † Barbara D. Davis*, Mary Flannery, Marty Lowe, and Jeannie S. Payne Bergen Community College, Paramus, NJ 07652 INTRODUCTION Integrative learning occurs when students make connections between academic disciplines and complex, realworld problems by applying knowledge and skills to new situations. One goal of higher education is for students to be able to integrate or connect concepts learned in different courses. “Meet the Expert Interviews” is one in a series of outreach projects designed to integrate the biological disciplines and illustrate the relationship of class material to off-campus settings (2). This project created the opportunity for students to read current scientific literature and interview authors, thus incorporating their learning via outreach to professionals and encouraging students to make connections with complex, real-world problems. Students explored Shiga-toxin–producing E. coli (STEC) outbreaks and applied knowledge to conduct interviews with authors. We hypothesized that this project would allow for enhanced understanding of STEC pathology, transmission, diagnosis, treatment, and epidemiology. We anticipated that student connections with the clinical microbiologist and authors of STEC research papers would enhance understanding of their professional roles. This article is intended for microbiology and biology undergraduate educators and can be useful in a classroom or laboratory.
PROCEDURE One Anatomy and Physiology (A&P) and three Microbiology professors participated in the project over three semesters. The faculty selected the STEC theme, Echo360 capture recording technology and invited authors of STEC scientific literature to be interviewed. The introductory STEC seminars covered basic microbiology, E. coli pathogens, microbial aspects of the German
*Corresponding author. Mailing address: Bergen Community College, 400 Paramus Road, Paramus, NJ 07652. Phone: 201-6125558. Fax: 201-612-3876. E-mail: [email protected]. †Supplemental materials available at http://jmbe.asm.org
STEC E. coli O104:H4 outbreak, pathophysiology, laboratory diagnosis, and STEC public health implications. Faculty, a visiting professor, and a clinical microbiologist conducted the seminars. Students were introduced to the STEC research papers and asked to read, analyze, and create questions for the author. A faculty committee chose questions using a rubric. Selected students were invited to interview authors of the following papers: fall 2011 – “Epidemic profile of Shiga-toxin–producing Escherichia coli O104:H4 outbreak in Germany” (3); fall 2012 – “Long term risk for hypertension, renal impairment, and cardiovascular disease after gastroenteritis from drinking water contaminated with Escherichia coli O157:H7: a prospective cohort study” (1); spring 2013 – “A novel vehicle for transmission of Escherichia coli O157:H7 to humans: multistate outbreak of E. coli O157:H7 infections associated with consumption of ready-to-bake commercial prepackaged cookie dough – United States, 2009” (4). Interviews were conducted via telephone conference calls twice and once using Adobe Connect Pro. The interviews were recorded and made available to all students. Echo360 recording technology failed in one interview and was replaced immediately by videotape. Qualitative student surveys were conducted at the end of each semester to assess student perceptions of “Meet the Expert Interviews.” A total of 129 students responded to the surveys. Results of the student opinion surveys about the “Meet the Expert Interviews” were very positive and are described in Figures 1, 2, and 3. Between 92 and 98% of the students (n = 48) in fall 2011 agreed or strongly agreed that the seminar enhanced their understanding of E. coli pathology, transmission, diagnosis, and treatment and 94% agreed or strongly agreed that the interview increased their understanding of epidemiology and determining the cause of an outbreak. Similar positive results were observed for these questions in fall 2012 (83–90%, n = 49) and spring 2013 (81–97%, n = 32). Fall 2012 data does not include a question on pathology. Additionally, for 2011 and 2012, the majority of students (100% and 87% respectively) responded that the interview made them more aware of the role of clinical microbiologists and epidemiologists in outbreaks.
©2014 Author(s). Published by the American Society for Microbiology. This is an Open Access article distributed under the terms of the a Creative Commons Attribution – Noncommercial – Share Alike 3.0 Unported License (http://creativecommons.org/licenses/by-nc-sa/3.0/), which permits unrestricted non-commercial use and distribution, provided the original work is properly cited.
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DAVIS etal.: al.: EXPERTINTERVIEWS INTERVIEWS TO ENHANCE LEARNING DAVIS DAVIS et et al.: EXPERT EXPERT INTERVIEWS TO TO ENHANCE ENHANCE LEARNING LEARNING
FIGURE 1. Fall 2011: German E. coli O104:H4 outbreak. FIGURE FIGURE 1. 1. Fall Fall 2011: 2011: German German E. E. coli coli O104:H4 O104:H4 outbreak. outbreak.
FIGURE2. Fall2012: 2012:Long-term Long-termrisks risksof infection. FIGURE coli infection. FIGURE 2.2.Fall Fall 2012: Long-term risks ofofE. E.E. colicoli infection.
CONCLUSION CONCLUSION CONCLUSION
additional additional research research to to fully fully comprehend comprehend the the papers. papers. Students Students integrated learning from different sources to the integrated learning from different sources to understand the additional research to fully comprehend theunderstand papers. Students Technology interconnections between the disciplines and actual situations. Technology is is available available to to easily easily bring bring experts experts into into the the classclassinterconnections between the disciplines and actual situations. integrated learning from different sources to understand the room and authors creates aa personal and An Skills was to participate in room and interviewing interviewing authors creates personal and relevant relevant An English English Basic Basic Skills class class was invited invitedand to actual participate in Technology is available to easily bring experts into the classinterconnections between the disciplines situations. student experience. “Meet the Expert Interviews” were well the spring 2013 interview as part of a Science Literacy pilot the spring 2013 interview as part of a Science Literacy pilot student experience. “Meet the Expert Interviews” were well room and interviewing authors creates a personal and relevant An English Basic Skills class was invited to participate in received by and and program. This interdisciplinary approach will receivedexperience. by both both A&P A&P“Meet and Microbiology Microbiology students and faculty. faculty. The program. This interdisciplinary approach will be be considered considered student the Expertstudents Interviews” wereThe well the spring 2013 interview as part of a Science Literacy pilot project stimulated interest in scientific literature and required for future research projects. project stimulated interest in scientific literature and required for future research projects. received by both A&P and Microbiology students and faculty. The program. This interdisciplinary approach will be considered project stimulated interest in scientificJournal literature and required for futureEducation research projects. Volume 2 Volume 15, 15, Number Number 1 1 2 Journal of of Microbiology Microbiology & & Biology Biology Education
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Journal of Microbiology & Biology Education Downloaded from www.asmscience.org by IP: 80.82.77.83 On: Wed, 03 May 2017 12:22:26
Volume 15, Number 1
DAVIS et al.: EXPERT INTERVIEWS TO ENHANCE LEARNING DAVIS et al.: EXPERT INTERVIEWS TO ENHANCE LEARNING
FIGURE 3. Spring 2013: STEC in cookie dough. FIGURE 3. Spring 2013: STEC in cookie dough.
This project transferred the learning process to new, This project transferred the learning process new, off-campus situations and provided students withtothe opoff-campus situations and provided students with the opportunity to address real-world problems. “Meet the Expert portunity to address real-world problems. the Expert Interviews” required extensive faculty “Meet and support staff Interviews” required extensive faculty and support staffbe planning and outreach but was very successful and will planning and outreach but was very successful and will be used in future semesters. used in future semesters.
SUPPLEMENTAL MATERIALS SUPPLEMENTAL MATERIALS Appendix 1: Tips on how to coordinate “Meet the Appendix 1: Tips on how to coordinate “Meet the Expert Interviews” Expert Interviews” Appendix 2: Rubric for selection of student questions Appendix 2: Rubric for selection of student questions for authors for authors Appendix 3: “ Meet the the Expert Expert Interviews”: Interviews”:student student Appendix 3: “Meet survey questions survey questions
ACKNOWLEDGMENTS ACKNOWLEDGMENTS This was presented presentedas asaaposter postersession sessionatatthe the2013 2013 This paper paper was ASM Meeting. We We gratefully gratefullyacknowledge acknowledgethe thesupsupASM General General Meeting. port ofBiology Biologyand andHorticulture, Horticulture,Media Media port of of the the Departments Departments of Technologies andCITL, CITL, as well as Professor Don BCC, Reilly, Technologies and as well as Professor Don Reilly,
Volume 15, Number 1
Volume 15, Number 1
BCC, Dr. Yvonne Lue, and Professor Tammy Atchison, Pitt and Professor Tammy Atchison, Pitt Community College, Community College, NC. The authors declare thatNC. there The authors declare that there are no conflicts of interest. are no conflicts of interest.
REFERENCES REFERENCES 1. Clark, W. F., et al. 2010. Long term risk for hypertension, 1. Clark, W. F., et al. 2010. Long term risk for hypertension, renal impairment , and cardiovascular disease af ter renal impairment , and cardiovascular disease af ter gastroenteritis from drinking water contaminated with gastroenteritis from drinking water contaminated with Escherichia coli O157:H7: a prospective cohort study. Br. Med. Escherichia coli O157:H7: a prospective cohort study. Br. Med. J. 341(7782):1089. J. 341(7782):1089. 2. Davis, B. D., M. Flannery, and J. Payne. 2012. A webinar 2. Davis, B. D., M. Flannery, and J. Payne. 2012. A webinar case study by a clinical microbiologist to microbiology and case study by a clinical microbiologist to microbiology and physiology students: an integrative learning experience. J. physiology students: an integrative learning experience. J. Microbiol. Biol. Educ. 13:91–93. Microbiol. Biol. 3. Frank, C., et al.Educ. 2011.13:91–93. Epidemic profile of Shiga-toxin– 3.producing Frank, Escherichia C., et al.coli 2011. Epidemic profile of Shiga-toxin– O104:H4 outbreak in Germany. N. producing Escherichia coli O104:H4 outbreak in Germany. N. Engl. J. Med. 365(19):1771–1780. Engl.K. J. Med. 4. Neil, P., et365(19):1771–1780. al. 2012. A novel vehicle for transmission 4.of Neil, K. al. 2012.toAhumans: novel vehicle for transmission EscherichiaP.,colietO157:H7 multistate outbreak of Escherichia coli O157:H7 to humans: multistate outbreak of E. coli O157:H7 infections associated with consumption of E. coli O157:H7 infections associated with consumption of ready-to-bake commercial prepackaged cookie dough – of ready-to-bake prepackaged United States, 2009. commercial Clin. Infect. Dis. 54(4):511.cookie dough – United States, 2009. Clin. Infect. Dis. 54(4):511.
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Journal of Microbiology & Biology Education Downloaded from www.asmscience.org by IP: 80.82.77.83 On: Wed, 03 May 2017 12:22:26
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JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION, May 2014, p. 33-35 DOI: http://dx.doi.org/10.1128/jmbe.v15i1.640
“Meet the Expert Interviews,” an Integrative Learning Experience for Microbiology and Anatomy & Physiology Undergraduate Students † Barbara D. Davis*, Mary Flannery, Marty Lowe, and Jeannie S. Payne Bergen Community College, Paramus, NJ 07652 INTRODUCTION Integrative learning occurs when students make connections between academic disciplines and complex, realworld problems by applying knowledge and skills to new situations. One goal of higher education is for students to be able to integrate or connect concepts learned in different courses. “Meet the Expert Interviews” is one in a series of outreach projects designed to integrate the biological disciplines and illustrate the relationship of class material to off-campus settings (2). This project created the opportunity for students to read current scientific literature and interview authors, thus incorporating their learning via outreach to professionals and encouraging students to make connections with complex, real-world problems. Students explored Shiga-toxin–producing E. coli (STEC) outbreaks and applied knowledge to conduct interviews with authors. We hypothesized that this project would allow for enhanced understanding of STEC pathology, transmission, diagnosis, treatment, and epidemiology. We anticipated that student connections with the clinical microbiologist and authors of STEC research papers would enhance understanding of their professional roles. This article is intended for microbiology and biology undergraduate educators and can be useful in a classroom or laboratory.
PROCEDURE One Anatomy and Physiology (A&P) and three Microbiology professors participated in the project over three semesters. The faculty selected the STEC theme, Echo360 capture recording technology and invited authors of STEC scientific literature to be interviewed. The introductory STEC seminars covered basic microbiology, E. coli pathogens, microbial aspects of the German
*Corresponding author. Mailing address: Bergen Community College, 400 Paramus Road, Paramus, NJ 07652. Phone: 201-6125558. Fax: 201-612-3876. E-mail: [email protected]. †Supplemental materials available at http://jmbe.asm.org
STEC E. coli O104:H4 outbreak, pathophysiology, laboratory diagnosis, and STEC public health implications. Faculty, a visiting professor, and a clinical microbiologist conducted the seminars. Students were introduced to the STEC research papers and asked to read, analyze, and create questions for the author. A faculty committee chose questions using a rubric. Selected students were invited to interview authors of the following papers: fall 2011 – “Epidemic profile of Shiga-toxin–producing Escherichia coli O104:H4 outbreak in Germany” (3); fall 2012 – “Long term risk for hypertension, renal impairment, and cardiovascular disease after gastroenteritis from drinking water contaminated with Escherichia coli O157:H7: a prospective cohort study” (1); spring 2013 – “A novel vehicle for transmission of Escherichia coli O157:H7 to humans: multistate outbreak of E. coli O157:H7 infections associated with consumption of ready-to-bake commercial prepackaged cookie dough – United States, 2009” (4). Interviews were conducted via telephone conference calls twice and once using Adobe Connect Pro. The interviews were recorded and made available to all students. Echo360 recording technology failed in one interview and was replaced immediately by videotape. Qualitative student surveys were conducted at the end of each semester to assess student perceptions of “Meet the Expert Interviews.” A total of 129 students responded to the surveys. Results of the student opinion surveys about the “Meet the Expert Interviews” were very positive and are described in Figures 1, 2, and 3. Between 92 and 98% of the students (n = 48) in fall 2011 agreed or strongly agreed that the seminar enhanced their understanding of E. coli pathology, transmission, diagnosis, and treatment and 94% agreed or strongly agreed that the interview increased their understanding of epidemiology and determining the cause of an outbreak. Similar positive results were observed for these questions in fall 2012 (83–90%, n = 49) and spring 2013 (81–97%, n = 32). Fall 2012 data does not include a question on pathology. Additionally, for 2011 and 2012, the majority of students (100% and 87% respectively) responded that the interview made them more aware of the role of clinical microbiologists and epidemiologists in outbreaks.
©2014 Author(s). Published by the American Society for Microbiology. This is an Open Access article distributed under the terms of the a Creative Commons Attribution – Noncommercial – Share Alike 3.0 Unported License (http://creativecommons.org/licenses/by-nc-sa/3.0/), which permits unrestricted non-commercial use and distribution, provided the original work is properly cited.
Volume 15, Number 1
Journal of Microbiology & Biology Education Downloaded from www.asmscience.org by IP: 80.82.77.83 On: Wed, 03 May 2017 12:22:26
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DAVIS etal.: al.: EXPERTINTERVIEWS INTERVIEWS TO ENHANCE LEARNING DAVIS DAVIS et et al.: EXPERT EXPERT INTERVIEWS TO TO ENHANCE ENHANCE LEARNING LEARNING
FIGURE 1. Fall 2011: German E. coli O104:H4 outbreak. FIGURE FIGURE 1. 1. Fall Fall 2011: 2011: German German E. E. coli coli O104:H4 O104:H4 outbreak. outbreak.
FIGURE2. Fall2012: 2012:Long-term Long-termrisks risksof infection. FIGURE coli infection. FIGURE 2.2.Fall Fall 2012: Long-term risks ofofE. E.E. colicoli infection.
CONCLUSION CONCLUSION CONCLUSION
additional additional research research to to fully fully comprehend comprehend the the papers. papers. Students Students integrated learning from different sources to the integrated learning from different sources to understand the additional research to fully comprehend theunderstand papers. Students Technology interconnections between the disciplines and actual situations. Technology is is available available to to easily easily bring bring experts experts into into the the classclassinterconnections between the disciplines and actual situations. integrated learning from different sources to understand the room and authors creates aa personal and An Skills was to participate in room and interviewing interviewing authors creates personal and relevant relevant An English English Basic Basic Skills class class was invited invitedand to actual participate in Technology is available to easily bring experts into the classinterconnections between the disciplines situations. student experience. “Meet the Expert Interviews” were well the spring 2013 interview as part of a Science Literacy pilot the spring 2013 interview as part of a Science Literacy pilot student experience. “Meet the Expert Interviews” were well room and interviewing authors creates a personal and relevant An English Basic Skills class was invited to participate in received by and and program. This interdisciplinary approach will receivedexperience. by both both A&P A&P“Meet and Microbiology Microbiology students and faculty. faculty. The program. This interdisciplinary approach will be be considered considered student the Expertstudents Interviews” wereThe well the spring 2013 interview as part of a Science Literacy pilot project stimulated interest in scientific literature and required for future research projects. project stimulated interest in scientific literature and required for future research projects. received by both A&P and Microbiology students and faculty. The program. This interdisciplinary approach will be considered project stimulated interest in scientificJournal literature and required for futureEducation research projects. Volume 2 Volume 15, 15, Number Number 1 1 2 Journal of of Microbiology Microbiology & & Biology Biology Education
34
Journal of Microbiology & Biology Education Downloaded from www.asmscience.org by IP: 80.82.77.83 On: Wed, 03 May 2017 12:22:26
Volume 15, Number 1
DAVIS et al.: EXPERT INTERVIEWS TO ENHANCE LEARNING DAVIS et al.: EXPERT INTERVIEWS TO ENHANCE LEARNING
FIGURE 3. Spring 2013: STEC in cookie dough. FIGURE 3. Spring 2013: STEC in cookie dough.
This project transferred the learning process to new, This project transferred the learning process new, off-campus situations and provided students withtothe opoff-campus situations and provided students with the opportunity to address real-world problems. “Meet the Expert portunity to address real-world problems. the Expert Interviews” required extensive faculty “Meet and support staff Interviews” required extensive faculty and support staffbe planning and outreach but was very successful and will planning and outreach but was very successful and will be used in future semesters. used in future semesters.
SUPPLEMENTAL MATERIALS SUPPLEMENTAL MATERIALS Appendix 1: Tips on how to coordinate “Meet the Appendix 1: Tips on how to coordinate “Meet the Expert Interviews” Expert Interviews” Appendix 2: Rubric for selection of student questions Appendix 2: Rubric for selection of student questions for authors for authors Appendix 3: “ Meet the the Expert Expert Interviews”: Interviews”:student student Appendix 3: “Meet survey questions survey questions
ACKNOWLEDGMENTS ACKNOWLEDGMENTS This was presented presentedas asaaposter postersession sessionatatthe the2013 2013 This paper paper was ASM Meeting. We We gratefully gratefullyacknowledge acknowledgethe thesupsupASM General General Meeting. port ofBiology Biologyand andHorticulture, Horticulture,Media Media port of of the the Departments Departments of Technologies andCITL, CITL, as well as Professor Don BCC, Reilly, Technologies and as well as Professor Don Reilly,
Volume 15, Number 1
Volume 15, Number 1
BCC, Dr. Yvonne Lue, and Professor Tammy Atchison, Pitt and Professor Tammy Atchison, Pitt Community College, Community College, NC. The authors declare thatNC. there The authors declare that there are no conflicts of interest. are no conflicts of interest.
REFERENCES REFERENCES 1. Clark, W. F., et al. 2010. Long term risk for hypertension, 1. Clark, W. F., et al. 2010. Long term risk for hypertension, renal impairment , and cardiovascular disease af ter renal impairment , and cardiovascular disease af ter gastroenteritis from drinking water contaminated with gastroenteritis from drinking water contaminated with Escherichia coli O157:H7: a prospective cohort study. Br. Med. Escherichia coli O157:H7: a prospective cohort study. Br. Med. J. 341(7782):1089. J. 341(7782):1089. 2. Davis, B. D., M. Flannery, and J. Payne. 2012. A webinar 2. Davis, B. D., M. Flannery, and J. Payne. 2012. A webinar case study by a clinical microbiologist to microbiology and case study by a clinical microbiologist to microbiology and physiology students: an integrative learning experience. J. physiology students: an integrative learning experience. J. Microbiol. Biol. Educ. 13:91–93. Microbiol. Biol. 3. Frank, C., et al.Educ. 2011.13:91–93. Epidemic profile of Shiga-toxin– 3.producing Frank, Escherichia C., et al.coli 2011. Epidemic profile of Shiga-toxin– O104:H4 outbreak in Germany. N. producing Escherichia coli O104:H4 outbreak in Germany. N. Engl. J. Med. 365(19):1771–1780. Engl.K. J. Med. 4. Neil, P., et365(19):1771–1780. al. 2012. A novel vehicle for transmission 4.of Neil, K. al. 2012.toAhumans: novel vehicle for transmission EscherichiaP.,colietO157:H7 multistate outbreak of Escherichia coli O157:H7 to humans: multistate outbreak of E. coli O157:H7 infections associated with consumption of E. coli O157:H7 infections associated with consumption of ready-to-bake commercial prepackaged cookie dough – of ready-to-bake prepackaged United States, 2009. commercial Clin. Infect. Dis. 54(4):511.cookie dough – United States, 2009. Clin. Infect. Dis. 54(4):511.
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