LEPPA: A Teaching Modality of Biotechnology Course for Postgraduate Students in Biomedical Majors

Autor/inn/en	Liu, Xiao-Yu; Wang, Xiaoran; Jia, Shuwei; Li, Tong; Zhang, Ying; Lu, Chunmei; Wen, Haixia; Jin, Hongbo; Zhu, Hui; Qin, Danian; Hou, Chunmei; Liu, Yang; Li, Dongyang; Wang, Yu-Feng
Titel	LEPPA: A Teaching Modality of Biotechnology Course for Postgraduate Students in Biomedical Majors
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 2, S.263-273 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Xiao-Yu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2021.1997783
Schlagwörter	Science Instruction; Course Descriptions; Biotechnology; Majors (Students); Cognitive Style; Student Attitudes; Medical Education; Foreign Countries; Teaching Methods; Biomedicine; Graduate Students; Scientific Research; Research Methodology; China + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kursstrukturplan; Biotechnologie; Cognitive styles; Kognitiver Stil; Schülerverhalten; Medizinische Ausbildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Biomedizin; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Research method; Forschungsmethode
Abstract	Teaching biomedical technology is critical for the success of research of both domestic and international postgraduate students (DPSs and IPSs). However, difference in the learning characteristics between the two cohorts as well as appropriate teaching modality remains largely unexplored. In the present work, we studied these issues by recruiting 33 IPSs and 32 DPSs who selected the course of 'Patch-Clamp Technique and Its Application in Life Science Research' at Harbin Medical University in China in 2019. Questionnaires were performed to investigate their learning obstacles and style preferences. Correspondingly, we designed a new teaching modality, i.e. lecture enriched with practicum, research proposal and post-course advice (LEPPA in brief) and tested its effect. This modality was positively evaluated by all the IPSs and 90% of the DPSs. The LEPPA can efficiently resolve the concerns of both IPSs and DPSs while promoting their transition from undergraduates to research students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01