Integrating cell and molecular biology concepts: Comparing learning gains and self-efficacy in corresponding live and virtual undergraduate laboratory experiences.

Multiple pedagogical approaches, such as experimental experiences or computer-based activities, have been shown to increase student learning and engagement. We have developed a laboratory module that includes both a traditional "live" experimental component and a student-designed "virtual" computer simulation component. This laboratory employs the mating pathway of Saccharomyces cerevisiae (yeast) to demonstrate four fundamental cell and molecular biology concepts: cell signaling, cytoskeleton, cell cycle, and cell cycle checkpoints. In the live laboratory, students add mating pheromone to cultures, then measure changes in cell division and morphology characteristics of the S. cerevisiae mating response. We also developed a "virtual" complement to this laboratory. Using the principles of Design Thinking and Agile methodology, we collaborated with an undergraduate Computer Science course to generate two computer simulations which can support the live laboratory or provide a virtual laboratory experience. We assessed how both the live and virtual laboratories contributed to learning gains in analytical skills and course content. Students who performed the simulation alone or the simulation plus live lab demonstrated learning gains, with greater gains for the live lab, but students who performed neither lab did not. Attitudinal assessment demonstrated increased student engagement and self-efficacy after performing the live and virtual labs. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:361-372, 2018.

Standardizing anesthesia medication drawers using human factors and quality assurance methods.

PURPOSE: In Calgary, each of the three acute-care adult hospitals had different anesthetic medication carts with their own type and layout of anesthetic medications. A number of anesthesiologists moved among the different sites, increasing the potential for medication errors. The objective of this study was to identify the anesthetic medications to include and to determine how they should be grouped and positioned in a standardized anesthesia medication cart drawer. METHODS: A standardized list of medications was established. Next, the anesthesia medication cart drawer was filled and photographed, and a jigsaw puzzle was made from the photograph. Anesthesiologists and anesthesia assistants arranged the jigsaw pieces into an ideal drawer. Participants verbalized their rationale for the position of each puzzle piece. Results were collated and analyzed. A mock drawer was developed and reviewed by department members, and minor modifications were made. RESULTS: A final standardized medication drawer (content and positioning) was developed over 30 months, with agreement from anesthesiologists (n = 12) and anesthesia assistants (n = 3) at the three hospitals. Guidelines for placing each medication in the drawer included grouping them according to order of use, frequency of use, similarity of action, severity of harm from misuse, and lack of similar appearance. A finalized template was used for a standardized drawer and installed in every operating room of the three hospitals. CONCLUSION: Implementation of the standardized medication drawer is expected to reduce the likelihood of medication errors. Future research should include testing the clinical implications of this standardization and applying the methodology to other areas.