Guided inquiry-based lab in cancer biology designed to support student understanding of biomedical research.
Session Type
Presentation
Room
Physics and Astronomy, room 117
Start Date
18-7-2025 12:00 PM
End Date
18-7-2025 12:30 PM
Keywords
Lab course, guided inquiry, cancer, p53
Primary Threads
Teaching and Learning Science
Abstract
Abstract: Undergraduate programs in biomedical science generally balance the teaching of content with practical skill competencies in the laboratory. Traditionally this is approached through method-centered lab sessions that may not be interconnected and do not reflect how lab science is genuinely practiced. Refereed to as “cook book” labs these are very common in large cohort classes and are of limited educational value since they foster passive learning. In contrast inquiry-based laboratories are process-centered and are designed to promote engagement, self-directed learning and critical thinking. There are many reasons why inquiry-based labs are not adopted more widely, including funding, limited resources, skilled personnel, instructor training, among many other barriers. Here we show a guided inquiry-based lab-course that meets our program objectives and supports cross-disciplinary learning. The creation of this guided inquiry-based biomedical laboratory course is intended to enhance deeper learning practises among undergraduate Translational and Molecular Medicine (TMM) students at the University of Ottawa. The course focuses on genetic changes associated with tumorigenesis and tumor suppressor reactivation, immersing students in authentic research experiences. It is designed to support students to pose a hypothesis and then implement an experimental workflow to address this question over multiple lab sessions. This includes experimental design and data interpretation workshops every week to help orient students in a research environment. Although the lab is not completely open ended, individual students need to make multiple choices to make their project unique. We consider this lab to be a good balance between available resources and optimal learning outcomes.
Student expereinces of the from a survey will be shared. This work received an exemption from REB review from the University of Ottawa Office of Research Ethics.
Elements of Engagement
Facilitator led open discussion of our educational model and strategies used to deliver the lab and tutorial content. This will be simple brain-storming, followed by sharing of experiences in an educators own context, to ensure all blended participants will be able to contribute. Participants will be invited to discuss how lab experiences are part of their own curriculum, and how they can take one step towards inquiry-based learning in their own courses leveraging their resources.
Guided inquiry-based lab in cancer biology designed to support student understanding of biomedical research.
Physics and Astronomy, room 117
Abstract: Undergraduate programs in biomedical science generally balance the teaching of content with practical skill competencies in the laboratory. Traditionally this is approached through method-centered lab sessions that may not be interconnected and do not reflect how lab science is genuinely practiced. Refereed to as “cook book” labs these are very common in large cohort classes and are of limited educational value since they foster passive learning. In contrast inquiry-based laboratories are process-centered and are designed to promote engagement, self-directed learning and critical thinking. There are many reasons why inquiry-based labs are not adopted more widely, including funding, limited resources, skilled personnel, instructor training, among many other barriers. Here we show a guided inquiry-based lab-course that meets our program objectives and supports cross-disciplinary learning. The creation of this guided inquiry-based biomedical laboratory course is intended to enhance deeper learning practises among undergraduate Translational and Molecular Medicine (TMM) students at the University of Ottawa. The course focuses on genetic changes associated with tumorigenesis and tumor suppressor reactivation, immersing students in authentic research experiences. It is designed to support students to pose a hypothesis and then implement an experimental workflow to address this question over multiple lab sessions. This includes experimental design and data interpretation workshops every week to help orient students in a research environment. Although the lab is not completely open ended, individual students need to make multiple choices to make their project unique. We consider this lab to be a good balance between available resources and optimal learning outcomes.
Student expereinces of the from a survey will be shared. This work received an exemption from REB review from the University of Ottawa Office of Research Ethics.