Learning microbiology in biochemistry, chemistry and pharmacy faculty of Universidad Nacional de Tucumán (Argentina)

Abstract

Microbiology is part of the biochemistry, chemistry, pharmacy and biotechnology curriculum at the National University of Tucumán, in northwest Argentina. This course is taught for four months in the 4th year of the curriculum, and includes all elements of general microbiology. Each year it is more difficult to teach microbiology because only two labs and one classroom are available for over 250 students. Until 2008, less than 60% were able to complete the course. For this reason, two new strategies were implemented to improve the percentage of the students who can complete the general microbiology exam. The students have the opportunity to take two, free theoretical classes a week. Since 2009, one of the new strategies implemented to encourage students is using multimedia in the lesson for increasing the discussion of the subject with the students. Also to reinforce learning, students can participate in special meetings with the professor where they get the opportunity to know the main subjects they need to study. The hypothesis was that, by implementing these two strategies, more students would be successful in the course. To implement a second strategy, to improve education by having more equipment available, it is essential to reduce the number of students in each group during practical work. The total number of students is divided into 10 groups (no more than 20 students in each) and, because there is only one laboratory, 5 groups per week can take lab class; as a result, each subject is issued for two weeks. In addition, students divided into groups of four must expose a seminar of a research recently published on issues related to practical classes. These strategies have improved by over 10% the number of students who can pass exams in practical classes. For many years, the students take an oral exam related to the entire subject. However, the number of students passing the course since 2009 has increased to 75%, with a remarkable improvement in the grades obtained. Despite only a one-year experience, the results obtained are promising enough to continue with these strategies for improving student learning.th year of the curriculum, and includes all elements of general microbiology. Each year it is more difficult to teach microbiology because only two labs and one classroom are available for over 250 students. Until 2008, less than 60% were able to complete the course. For this reason, two new strategies were implemented to improve the percentage of the students who can complete the general microbiology exam. The students have the opportunity to take two, free theoretical classes a week. Since 2009, one of the new strategies implemented to encourage students is using multimedia in the lesson for increasing the discussion of the subject with the students. Also to reinforce learning, students can participate in special meetings with the professor where they get the opportunity to know the main subjects they need to study. The hypothesis was that, by implementing these two strategies, more students would be successful in the course. To implement a second strategy, to improve education by having more equipment available, it is essential to reduce the number of students in each group during practical work. The total number of students is divided into 10 groups (no more than 20 students in each) and, because there is only one laboratory, 5 groups per week can take lab class; as a result, each subject is issued for two weeks. In addition, students divided into groups of four must expose a seminar of a research recently published on issues related to practical classes. These strategies have improved by over 10% the number of students who can pass exams in practical classes. For many years, the students take an oral exam related to the entire subject. However, the number of students passing the course since 2009 has increased to 75%, with a remarkable improvement in the grades obtained. Despite only a one-year experience, the results obtained are promising enough to continue with these strategies for improving student learning.