Relevant bibliographies by topics / Microbiology teaching / Journal articles
To see the other types of publications on this topic, follow the link: Microbiology teaching.

Journal articles on the topic 'Microbiology teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Microbiology teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Smith, Jennifer M., and Erin E. McClelland. "Teaching Immunology through Microbiology." Medical Science Educator 22, no. 3 (2012): 96–101. http://dx.doi.org/10.1007/bf03341768.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Burke, Chris, and Cheryl Power. "The challenges of teaching microbiology." Microbiology Australia 31, no. 1 (2010): 3. http://dx.doi.org/10.1071/ma10003.

Full text
Abstract:
By its nature, education looks to the future ? in that the benefits are in the future with an educated populace. However, education functions in the present and faces problems that must be resolved now, in order to achieve the future benefit. The true measure of education, then, is the success of student learning, which is served by good teaching. Altering our perspective as teachers to seeing the goal as student learning outcomes rather than being ?good teachers? opens up many different challenges. Understanding too that if we have taught well, then student learning will continue lifelong. As the American philosopher, Eric Hoffer, said ?The central task of education is to implant a will and facility for learning; it should produce not learned but learning people?.
APA, Harvard, Vancouver, ISO, and other styles
3

Marcano-Lozada, Marcel, Maria Valentina Marcano-Sanabria, and Maria Valeria Marcano-Sanabria. "The medical microbiology teaching path." Journal of Microbiology & Experimentation 7, no. 2 (2019): 64–65. http://dx.doi.org/10.15406/jmen.2019.07.00243.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Caccavo, Frank. "Teaching Introductory Microbiology with Active Learning." American Biology Teacher 63, no. 3 (2001): 172–75. http://dx.doi.org/10.1662/0002-7685(2001)063[0172:timwal]2.0.co;2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jr., Frank Caccavo,. "Teaching Introductory Microbiology with Active Learning." American Biology Teacher 63, no. 3 (2001): 172–74. http://dx.doi.org/10.2307/4451072.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Nagdeo, N., U. Bhakre, A. Kawthalkar, and T. Manohar. "Teaching Microbiology through Application Based Learning." South-East Asian Journal of Medical Education 11, no. 1 (2017): 38. http://dx.doi.org/10.4038/seajme.v11i1.7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Henry, CA, TE Winford, R. White, and J. Kettering. "Microbiology teaching in American dental schools." Journal of Dental Education 49, no. 12 (1985): 814–19. http://dx.doi.org/10.1002/j.0022-0337.1985.49.12.tb01957.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kaiser, Gary E. "Using Concept Maps in Teaching Microbiology." Journal of Microbiology & Biology Education 11, no. 1 (2010): 58–59. http://dx.doi.org/10.1128/jmbe.v1.i2.142.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Leite, Belize Rodrigues, and Patricia Valente. "A microbiologia e a extensão universitária." Revista Brasileira de Extensão Universitária 11, no. 1 (2020): 61–71. http://dx.doi.org/10.36661/2358-0399.2020v11i1.11123.

Full text
Abstract:
Conhecimentos sobre Microbiologia promovem o cuidado pessoal, para com a saúde e o meio ambiente. Isso contribui, em uma perspectiva mais ampla, para a formação de seres mais conscientes de sua realidade. A extensão configura-se como uma das finalidades da Universidade, por meio da qual institui práticas cidadãs de pesquisa e ensino direcionadas à comunidade em geral. O presente estudo teve como objetivo analisar o perfil das ações de extensão universitária que abordam temas da Microbiologia, baseando-se na produção científica nacional das últimas duas décadas. Tais ações de extensão foram encontradas em 109 publicações deste período. Predominaram ações na área da Microbiologia Clínica (40/109), destacando-se temas como Educação e Promoção da saúde (32/109 e 22/109, respectivamente). Entre as doenças abordadas nestas ações, as Viroses (13/109) foram preponderantes frente às Parasitoses (3/109) e as Micoses (2/109). O ensino também tem sido o foco das ações de extensão em Microbiologia, uma vez que a maior parte delas desenvolveu ou aprimorou Práticas educativas (29/109), atendendo majoritariamente ao público escolar (42%). As universidades públicas participam massivamente destas ações, representando 91% das iniciativas. As informações geradas retornaram aos participantes em 74% das ações analisadas, demonstrando a importância da extensão para veicular conhecimentos científicos em diferentes públicos. Este estudo pode contribuir para que as ações voltadas à Microbiologia cresçam, se fortaleçam e aumentem ainda mais a sua significância social.
 Palavras-chave: Ensino de microbiologia; Educação; Saúde; Ambiente
 The microbiology and the university extension
 Abstract: Knowledge about Microbiology promotes personal and health care, in addition to the care for the environment. This knowledge contributes, in a broader perspective, to the formation of beings more aware of their reality. One of the purposes of the University, the extension is the set of research and teaching practices directed to the community in general. This study aimed to analyze the profile of university extension actions involving Microbiology themes, based on the national scientific production of the last two decades. These extension actions were found in 109 publications of this period. Actions in the ​​Clinical Microbiology area predominated (40/109), highlighting topics such as Education and Health Promotion (32/109 and 22/109, respectively). Among the diseases addressed in these actions, Viruses (13/109) were preponderant against Parasitic infections (3/109) and Mycoses (2/109). Teaching has also been the focus of extension actions in Microbiology, since most of them have developed or improved educational practices (29/109), supporting mainly the students (42%). Public universities participate massively in these actions, representing 91% of initiatives. The information generated returned to the participants in 74% of the actions analyzed, demonstrating the importance of extension to convey scientific knowledge in different audiences. This study may contribute to the actions aimed at Microbiology to grow, strengthen, and further increase their social significance.
 Keywords: Microbiology teaching; Education; Health; Environment
APA, Harvard, Vancouver, ISO, and other styles
10

Li, Lianrui. "Exploration and Practice of Ideological and Political Education in College Curriculum in Veterinary Microbiology Teaching." Lifelong Education 9, no. 6 (2020): 119. http://dx.doi.org/10.18282/le.v9i6.1317.

Full text
Abstract:
Veterinary microbiology is a very important course in the specialty of animal medicine. If curriculum ideology and politics are applied to the teaching of veterinary microbiology, the teaching effect of veterinary microbiology can be effectively improved. This aper mainly discusses the important role of ideological and political education in the teaching of veterinary microbiology and how to fully explore the value of ideological and political education in the teaching of veterinary microbiology.
APA, Harvard, Vancouver, ISO, and other styles
11

Sancho, Pilar, Ricardo Corral, Teresa Rivas, María Jesús González, Andrés Chordi, and Carmen Tejedor. "A Blended Learning Experience for Teaching Microbiology." American Journal of Pharmaceutical Education 70, no. 5 (2006): 120. http://dx.doi.org/10.5688/aj7005120.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

de A. F. F. Finger, Jéssica, Jones B. F. de Menezes, Bernadette Dora Gombossi de Melo Franco, Mariza Landgraf, Peter Raspor, and Uelinton Manoel Pinto. "Challenges of teaching food microbiology in Brazil." Brazilian Journal of Microbiology 51, no. 1 (2019): 279–88. http://dx.doi.org/10.1007/s42770-019-00107-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Ameen, Fuad. "Teaching methods for microbiology in Saudi Arabia." Biochemistry and Molecular Biology Education 47, no. 2 (2019): 175–78. http://dx.doi.org/10.1002/bmb.21209.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Wang, Xiao Li, You Tian Zhong, Shui Xiang Xie, and Wen Ping Zhang. "The Network Teaching Platform Construction of Medical Microbiology." Applied Mechanics and Materials 343 (July 2013): 141–44. http://dx.doi.org/10.4028/www.scientific.net/amm.343.141.

Full text
Abstract:
In this paper, technology implementation, resource construction, content design and features of the network teaching platform of medical microbiology in this university are introduced and the prospects of teaching platform based on the campus network are looked ahead to. This teaching platform is an auxiliary way of classroom teaching with high operability and feasibility, playing an significant role in discipline construction. It is an important auxiliary as well as a supplementary of traditional teaching.
APA, Harvard, Vancouver, ISO, and other styles
15

Ivanova, S. A., M. S. Tretyakov, and Ye F. Makats. "Peculiarities of teaching clinical microbiology to foreign resident physicians." Reports of Vinnytsia National Medical University 22, no. 2 (2018): 350–52. http://dx.doi.org/10.31393/reports-vnmedical-2018-22(2)-24.

Full text
Abstract:
The article describes the experience of teaching clinical microbiology to foreign interns at the stage of postgraduate training. The principles of structuring the lecture material to suit the profile of doctors-residents and the requirements for conducting practical classes are described. The purpose of the work is discussion the peculiarities of teaching clinical microbiology for foreign residents’ physicians at the present stage of education. The curriculum for teaching clinical microbiology to foreign residents is divided into thematic cycles. It is problem-oriented and is based on specific clinical situations. At the department lecturing on clinical microbiology is conducted according to thematic cycles. For clinical interns, 30 lectures and 10 hours of practical training were allocated. To monitor the perception of lectures by specialists, interactive training is used. Such basis to the study of the topic allows us to logically approach the study of the problem, take part in its discussion. Lectures play a leading role in the training of health professionals. The main task of introducing a series of lectures on clinical microbiology is to introduce young specialists the innovative methods of laboratory diagnosis of diseases, the etiological and starting point of which are microorganisms. Employees of the department actively develop, implement and expand thematic plans for resident physicians. Carrying out practical classes to residents-foreigners is necessarily based on an individual approach to residents with a mandatory account of their specialization profile. The experience of training clinical residents for the specialty “Clinical Microbiology” is planned to be included in the draft curriculum for residency.
APA, Harvard, Vancouver, ISO, and other styles
16

Dao, Chinh T. "An Alternative Approach to Teaching Microbial Diversity." American Biology Teacher 73, no. 9 (2011): 528–36. http://dx.doi.org/10.1525/abt.2011.73.9.5.

Full text
Abstract:
An alternative approach to teaching microbial diversity was designed to enhance learning of important concepts in microbiology, increase retention of content, improve microbiology-related skill sets, and positively influence student interest in and disposition toward the natural sciences.
APA, Harvard, Vancouver, ISO, and other styles
17

Arifin, As'ad syamsul, and Endang Sri Lestari. "Genetics bacterial teaching materials development based on flipbook in microbiology subject to improve learning motivation." JPBIO (Jurnal Pendidikan Biologi) 5, no. 2 (2020): 202–11. http://dx.doi.org/10.31932/jpbio.v5i2.862.

Full text
Abstract:
Microbiology is the study of microbes where one of the materials is bacterial genetics. The results of observations about microbiology learning students experienced difficulties in understanding bacterial genetics, and there was no teaching material on bacterial genetics. Flipbook-based teaching materials are an alternative solution for teaching bacterial genetics well to students. The purpose of this study was to develop flipbook-based bacterial genetics teaching materials in microbiology courses at IKIP Budi Utomo. The development research model used is 4D including define, design, develop, and disseminate. This research is limited to the development stage. The results showed that the assessment of bacterial genetics teaching materials from material experts was 90.38%, media experts were 90%, field practitioner tests were 91.67% so that it met the very worthy criteria. The readability test with most of the students answered strongly agree with the statements about bacterial genetics teaching materials. The flipbook-based bacterial genetics teaching materials in the Microbiology course can improve learning motivation.Keywords: Learning materials, bacterial genetics, flipbook maker
APA, Harvard, Vancouver, ISO, and other styles
18

Coleman, Nicholas V. "The iGEM competition: research-led teaching in microbiology." Microbiology Australia 37, no. 2 (2016): 81. http://dx.doi.org/10.1071/ma16028.

Full text
Abstract:
The International Genetically Engineered Machine Competition (iGEM) is a global science fair in synthetic biology (SynBio). The relatively new discipline of SynBio is distinguished from ‘genetic engineering’ in its more systematic approach, and its focus on understanding life via creation, rather than dissection1. Microbiology is central to SynBio, which usually relies on Escherichia coli or yeast as model systems.
APA, Harvard, Vancouver, ISO, and other styles
19

Patterson, Gary. "A Review of Two Online Microbiology Teaching Resources." Journal of Microbiology & Biology Education 12, no. 1 (2011): 86–87. http://dx.doi.org/10.1128/jmbe.v12i1.294.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Webb, Ginny. "Learning through Teaching: A Microbiology Service-Learning Experience †." Journal of Microbiology & Biology Education 17, no. 1 (2016): 86–89. http://dx.doi.org/10.1128/jmbe.v17i1.997.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Jardim Freire, J. R., and W. Gambale. "Teaching of microbiology in Brazil: progress or stagnation?" World Journal of Microbiology & Biotechnology 12, no. 4 (1996): 307–10. http://dx.doi.org/10.1007/bf00340205.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Singh, Suman, and Praveen Singh. "An innovative approach to teaching microbiology to undergraduates." Medical Education 43, no. 11 (2009): 1091–92. http://dx.doi.org/10.1111/j.1365-2923.2009.03469.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

闫, 鑫磊. "Reform Practice of Food Microbiology Course Online Teaching." Advances in Education 11, no. 05 (2021): 1466–70. http://dx.doi.org/10.12677/ae.2021.115224.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Fedorchenko, V. I., V. P. Polanska, S. V. Zachepylo, N. O. Bobrova, and G. A. Loban. "Analysis of microbiology online teaching in quarantine conditions." Eastern Ukrainian Medical Journal 9, no. 1 (2021): 107–14. http://dx.doi.org/10.21272/eumj.2021;9(1):107-114.

Full text
Abstract:
Teaching microbiology, virology, and immunology subject in a medical school has traditionally been conducted without the use of online technologies. Consequently, the changes in the way stakeholders interact need to be analyzed. The purpose of the article is an analysis of the experience that was performed on how the course of microbiology, virology, and immunology was taught online in coronavirus quarantine conditions of 2020. Authors have determined the main problems in achieving by higher education seekers the proper level of theoretical knowledge, some of the practical skills and abilities that have arisen because of the change in the form of practical classes and lectures. The positive aspects of this unpredictable experiment were noted in the way of teaching the discipline. This subject involves higher education seekers gaining a significant amount of sensory and motor skills. Moreover, the subject has a large fragment of theoretical knowledge, which consists of empirical data of the infectious diseases pathogens properties, methods of their study for microbiological diagnosis; the structure of pathogens, which is necessary for understanding the directions of etiotropic therapy of infectious diseases; biological and antigenic properties to assess the possibilities of specific prevention and treatment of diseases; the resistance of pathogens to external factors in order to understand the peculiarities of the epidemiology of each disease and the possibilities of its specific prevention. Higher education seekers must also learn the structure of the human immune system, to study the mechanisms of its functioning. Finally, a complex of theoretical knowledge, practical skills, and abilities should be built. These achievements were analyzed in this article to assess the prospects for modernization of the educational process in the subject. The situation was problematic with the teaching of this subject online in quarantine. But the benefits are that it was at the same time a discovery in the use of new digital technologies accumulated by civilization in the educational process in such traditionally classical areas of education as teaching microbiology, virology, and immunology course in medical higher educational institutions.
APA, Harvard, Vancouver, ISO, and other styles
25

Tu, Xianzhi, Jue Xin, and Rong Zhang. "Animation + Agricultural Microbiology Insterdisciplinary VR Curriculum Development in the Background of Industry–Academia Collaborative Education." E3S Web of Conferences 145 (2020): 01001. http://dx.doi.org/10.1051/e3sconf/202014501001.

Full text
Abstract:
Since the teaching in colleges and universities is divided into disciplines according to knowledge fields, so there is distinct boundary between disciplines in actual teaching, which leads to the lack of interdisciplinary thinking and cross-professional knowledge of students, and it also becomes difficult for colleges and universities to cultivate talents. The development of the new era places new demands on higher education. The construction of new liberal arts and new agricultural sciences requires innovative research on interdisciplinary research methods, talent training models, and research and development of the teaching content. VR virtual reality technology is used to carry out interdisciplinary research on animation teaching and agricultural microbiology teaching, and develop new curriculum, which can effectively enhance the effectiveness of teaching in various disciplines, and open up new teaching content and research ideas for animation and agricultural microbiology courses. Virtual reality technology and digital animation art provide an interactive and immersive teaching experience for the teaching and research of agricultural microbiology, and also inspire new ideas for teaching and research of new agricultural sciences. The content of agricultural microbiology provides research content for the creation of animation arts and expands the space for technology research and development. This article will discuss from the perspective of research background and research analysis, promote the development of interdisciplinary research in higher education, and also explore the research model of interdisciplinary curriculum development.
APA, Harvard, Vancouver, ISO, and other styles
26

Prates Junior, Paulo, Marliane de Cássia Soares da Silva, Rita de Cássia Cerqueira Melo, et al. "A MICROBIOLOGIA NO CONTEXTO DA AGROECOLOGIA." REVISTA BRASILEIRA DE EXTENSÃO UNIVERSITÁRIA 9, no. 2 (2018): 75. http://dx.doi.org/10.24317/2358-0399.2018v9i2.7576.

Full text
Abstract:
Resumo: A extensão universitária tem por objetivo instituir práticas cidadãs de pesquisa e ensino. Nesse contexto, o Núcleo de Estudos em Microbiologia Agrícola (NEMA), da Universidade Federal de Viçosa (UFV), tem desenvolvido atividades de extensão junto à comunidade de Viçosa e região, para o intercâmbio de experiências em pesquisa, ensino e extensão relacionadas à Microbiologia Agrícola. O presente artigo apresenta os primeiros resultados do projeto de extensão universitária desenvolvido pelo NEMA junto à Escola Família Agrícola (EFA) Puris, que adota a Pedagogia da Alternância e tem a Agroecologia como eixo norteador, visando à articulação de atividades práticas e teóricas, em tempos e espaços que se alternam entre a escola e a comunidade na qual os educandos estão inseridos. As três intervenções realizadas até o presente momento abordaram os seguintes temas: demonstração dos micro-organismos no ambiente e o papel das micorrizas; produção, comercialização e consumo de cogumelos; compostagem e produção de alimentos fermentados. No total, as atividades envolveram cerca de 65 educandos do Ensino Médio, 5 monitores da EFA e 24 acadêmicos, dentre os quais professores, técnicos, graduandos e pós-graduandos da UFV. Essas intervenções têm proporcionado um estímulo à curiosidade, antes pouco ofertada, sobre o mundo microbiano e suas aplicações, além de instigar o interesse pelo conhecimento científico e proporcionar novos desafios de ensino e extensão para os acadêmicos envolvidos.
 Palavras-chave: Agricultura familiar, Microbiologia agrícola, Universidade Federal de Viçosa
 
 The microbiology in the context of the agroecology: extension activity in the Puris Agricultural Family School
 Abstract: The university extension aims to establish citizen practices in research and teaching. In this context, the “Núcleo de Estudos em Microbiologia Agrícola (NEMA)”, from Universidade Federal de Viçosa – UFV(Viçosa, Minas Gerais State, Brazil), has developed extension activities in Viçosa and region for the exchange of experiences in research, teaching and extension related to Agricultural Microbiology. This paper presents the first results of the university extension project developed by NEMA at the Puris Agricultural Family School (EFA), which adopts the Pedagogy of Alternation for articulating practical and theoretical activities, in times and spaces concatenated between the school and the community in which students are inserted. The three interventions carried out until here were related to the demonstration of microorganisms in the environment and the role of mycorrhizae, the production, marketing and consumption of mushrooms, and the composting and production of fermented foods. In total, about 65 high school students, 5 EFA’s monitors and 24 academics and staffs from UFV were involved in the activities. These interventions have provided a stimulus to the curiosity, barely offered before, about the microbial world and their applications. Also, it has instigated the interest for the scientific knowledge and enabled new teaching and extension challenges for the academics involved.
 Keywords: Family Farming, Agricultural Microbiology, Viçosa Federal University
 
 La microbiología en el contexto de la agroecología: extensión universitaria en la Escuela de la Familia Agrícola Puris 
 Resumen: La extensión universitaria se caracteriza como un proceso de construcción de relaciones entre la sociedad y la Universidad, con el objetivo de establecer prácticas ciudadanas de investigación y enseñanza. En este contexto, el “Núcleo de Estudos em Microbiologia Agrícola (NEMA)”, de la Universidade Federal de Viçosa - UFV (Viçosa, Minas Gerais, Brasil), ha desarrollado actividades de extensión junto a la comunidad de Viçosa y región para el intercambio de experiencias de investigación, enseñanza y extensión relacionadas al área de Microbiología Agrícola. El presente artículo presenta los primeros resultados del proyecto de extensión universitaria desarrollado por el NEMA junto a la Escuela de la Familia Agrícola (EFA) Puris, que adopta la Pedagogía de la Alternancia, buscando la articulación de actividades prácticas y teóricas, en tiempos y espacios que se alternan entre la escuela y la comunidad en la cual los estudiantes están insertados. Las tres intervenciones realizadas hasta el momento abordaron los siguientes temas: demostración de los microorganismos en el medio ambiente y el papel de las micorrizas; producción, comercialización y consumo de champiñones; compostaje y producción de alimentos fermentados. En total, las actividades involucraran alrededor de 65 estudiantes, 5 monitores de la EFA y 24 alumnos de la UFV. Estas intervenciones han proporcionado un estímulo a la curiosidad, antes poco ofrecida, sobre el mundo microbiano y sus aplicaciones, además de instigar el interés por el conocimiento científico.
 Palabras-clave: Escola familia Agrícola, Microbiología agrícola, Universidad Federal de Viçosa
APA, Harvard, Vancouver, ISO, and other styles
27

Liu, Song, and Li Na Sun. "Application of Multimedia Technology in Experiment Teaching of Environmental Engineering Microbiology." Applied Mechanics and Materials 596 (July 2014): 1026–29. http://dx.doi.org/10.4028/www.scientific.net/amm.596.1026.

Full text
Abstract:
The technology of multimedia aided teaching has been widely used in the professional teaching in higher schools. Starting from the characteristics of the subject of environmental engineering microbiology, discusses the role of multimedia teaching in the experiment teaching of environmental engineering microbe and superiority, discusses how to give full play to advantages of multi-media technology in the teaching practice, the rational use of multimedia technology, to improve the teaching quality and efficiency.
APA, Harvard, Vancouver, ISO, and other styles
28

FASS, MARION FIELD. "Teaching Emerging Diseases: A Strategy for Succeeding with Nonmajors." Microbiology Education 1, no. 1 (2000): 20–25. http://dx.doi.org/10.1128/me.1.1.20-25.2000.

Full text
Abstract:
A nonmajors course on emerging diseases served to introduce students to basic concepts in microbiology and to improve scientific literacy. The course used a range of learner-centered approaches to encourage students to take responsibility for their own learning. Evaluations demonstrated both student satisfaction and an increased understanding of important issues in microbiology.
APA, Harvard, Vancouver, ISO, and other styles
29

Perera, Vindya, and Nelun de Silva. "Flipped Classroom Model for teaching and learning medical microbiology." Asia Pacific Scholar 2, no. 2 (2017): 24–29. http://dx.doi.org/10.29060/taps.2017-2-2/oa1006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

WILLIAMS, R. FRASER. "The Place of Microbiology Teaching in the Medical Curriculum1." Medical Education 3, no. 3 (2009): 206–14. http://dx.doi.org/10.1111/j.1365-2923.1969.tb02084.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Garagulya, G. I., S. G. Matkovska, and I. I. Panikar. "Visualization method in teaching veterinary microbiology, immunology and virology." Scientific Messenger of LNU of Veterinary Medicine and Biotechnologies 21, no. 92 (2019): 180–85. http://dx.doi.org/10.32718/nvlvet-e9232.

Full text
Abstract:
Pedagogical science has in its arsenal a number of methods of teaching educational information. Visibility is one of the main principles of didactics. There are auditory, visual and kinesthetic teaching methods. The task of the teacher is to develop and use such methods that allow the best way to convey information to the student. The article is devoted to the description of visual models developed by teachers of the Department of Microbiology, Virology and Immunology of the Kharkov State Zooveterinary Academy. The models allow visualization of various biological objects: blood cells and tissues of the animal’s body, bacteria, viruses, molecules. Models are made of dense material and have a magnet. Due to this model is easily attached to the magnetic board. The models reflect the morphological and functional features of the depicted objects. Thus, the color of blood cells corresponds to their color in a smear, the color of bacteria — to a color when stained by Gram, and the different colors of molecules can mean their different function. Most often, models are used in the teaching of immunology. They help to visually show the various factors of immunity and their interactions. Using models, one can create illustrations of the most difficult topics: “Immune response”, “The role of cytokines in the immune response”, “Immunodeficiency and autoimmune diseases”, “Serological reactions in the laboratory diagnosis of infectious diseases”. The use of models helps in understanding information, its memorization and allows reflecting the dynamics of processes in immunology, virology and microbiology. To study the effect of the method of visual models on the quality of perception of educational information and analysis of the effectiveness of using models, we conducted a survey among students. The positive role of models in the study of veterinary microbiology, immunology and virology was noted by all students who participated in the survey.
APA, Harvard, Vancouver, ISO, and other styles
32

孟, 庆峰. "The Application of Mixed Teaching Method in Sanitary Microbiology." Vocational Education 09, no. 02 (2020): 99–102. http://dx.doi.org/10.12677/ve.2020.92016.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Merkel, Susan M. "American Society for Microbiology resources in support of an evidence-based approach to teaching microbiology." FEMS Microbiology Letters 363, no. 16 (2016): fnw172. http://dx.doi.org/10.1093/femsle/fnw172.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Wang, Hong Ying, Feng Bo Zhang, Kudereti Dilidaer, Feng Chen, Yun Juan Zhao, and Jian Bing Ding. "Using a Variety of Modern Teaching Methods to Improve the Effect of Medical Microbiology Teaching." Procedia Computer Science 154 (2019): 617–21. http://dx.doi.org/10.1016/j.procs.2019.06.097.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Salyers, Abigail, Sylvia Mary Kirov, Cheryl J Power, and Harsha Sheorey. "Focus on a changing World." Microbiology Australia 24, no. 4 (2003): 11. http://dx.doi.org/10.1071/ma03411.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Gumenna, A. V., O. O. Blinder, and D. V. Rotar. "Features of Microbiology Teaching for the Foreign Students in Ukrainian." ACTUAL INFECTOLOGY, no. 3.12 (November 4, 2016): 109–13. http://dx.doi.org/10.22141/2312-413x.3.12.2016.81724.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Inglis, Timothy J. J., Bai Fu, and Lun Kwok-Chan. "Teaching microbiology with hypertext: first steps towards a virtual textbook." Medical Education 29, no. 6 (1995): 393–96. http://dx.doi.org/10.1111/j.1365-2923.1995.tb02859.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Singla, N., M. B. Kumar, and D. Badyal. "Introduction of social media learning tool in teaching of Microbiology." South-East Asian Journal of Medical Education 14, no. 1 (2020): 53. http://dx.doi.org/10.4038/seajme.v14i1.188.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Sampaio-Maia, B., J. S. Maia, S. Leitão, M. Amaral, and P. Vieira-Marques. "Wiki as a tool for Microbiology teaching, learning and assessment." European Journal of Dental Education 18, no. 2 (2013): 91–97. http://dx.doi.org/10.1111/eje.12061.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Podgrushnaya, T. S. "PRACTICE-ORIENTED APPROACH TO TEACHING MICROBIOLOGY AT THE MEDICAL UNIVERSITY." Medical Education and Professional Development 12, no. 2 (2021): 107–14. http://dx.doi.org/10.33029/2220-8453-2021-12-2-107-114.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Moskalev, A. V., V. B. Sboychakov, and M. M. Karapac. "Continuous medical education and topical issues in teaching of microbiology." Bulletin of the Russian Military Medical Academy 20, no. 1 (2018): 250–53. http://dx.doi.org/10.17816/brmma12358.

Full text
Abstract:
The situation and revealed problems of a continuous medical education of experts of various specialities are characterized and ways of their decision are offered. The terms, which let a continuous medical education abroad to become a basic educational system are analyzed. Also, limitations, which have not allowed the continuous medical education to replace traditional formation with study on cycles of licensed departments in the Russian Federation are analyzed. It is established that the basic problem of a continuous medical education is economic. Problems of education of a bacteriologist are reflected in detail. It is shown that such specialities as bacteriologist and virologist require stationary training on profile departments for professional skill improvement, and elements of a continuous medical education can be considered only as additional. Recommendations of elimination of these limitations, which were generated in the course of optimization of educational process, are offered. Also, variants of complex educational process which carries elements of the continuous one are offered. As prominent aspects of optimization of educational process for bacteriologists it is offered to return such a kind of training as specialization on a workplace that will allow to receive necessary specific practical skills. The authors conclude that in connection with the revealed problems it is necessary to consider training on profile departments as the main and variants of a continuous medical education existing at the moment - as additional.
APA, Harvard, Vancouver, ISO, and other styles
42

Franco Carvalho Jacobucci, Daniela, and Giuliano Buzá Jacobucci. "Opening the Test Tube: what do we know about research on science communication and the teaching of microbiology in Brazil?" Journal of Science Communication 08, no. 02 (2009): A02. http://dx.doi.org/10.22323/2.08020202.

Full text
Abstract:
Brazilian research has grown intensely in all areas of microbiology, with the increase in the amount of governmental resources for the sector and the strengthening of a greater number of research groups. However, very few academic studies deal with research about teaching and science communication in microbiology. There is no in-depth study of how this topic is currently being divulgated in communication journals, didactic books and the Internet, or about the interest and the difficulties faced by researchers in communicating microbiology to the general public. This paper investigates academic production on science communication and the teaching of microbiology in Brazil and contextualizes the need for studies about the ways and means through which this activity is being carried out.
APA, Harvard, Vancouver, ISO, and other styles
43

Tanama, Aziz, Utami Sri Hastuti, and Abdul Gofur. "Pengembangan Handout Mikrobiologi Berdasarkan Hasil Penelitian Antagonisme Kapang Antagonis terhadap Kapang Patogen pada Tanaman Buah Naga (Hylocereus sp.)." Bioscientist : Jurnal Ilmiah Biologi 8, no. 2 (2020): 236. http://dx.doi.org/10.33394/bjib.v8i2.2763.

Full text
Abstract:
This research aims to produce teaching materials in the form of valid and practical Microbiology handouts based on the research "Antagonism of Antagonistic Fungi against Pathogenic Fungi". This type of research is development research. This development research was carried out by following the instructional design stages with the ADDIE approach, which consisted of 5 stages, namely: Analyze, Design, Develop, Implement, and Evaluate. The data on the feasibility of handout teaching materials were obtained from the results of validation by microbiology material experts and teaching materials expert. While the handout readability test was conducted by respondent students of the Undergraduate Biology Education Study Program, FKIP, University of Muhammadiyah Malang. The results showed that the percentage of eligibility of handout material by material expert validators was 96.52% with very valid criteria with little improvement. The percentage of feasibility of handouts by teaching materials expert is 100% with very valid criteria. The percentage of readability test by respondent students was 90.10% with very high readability criteria. The results of this study indicate that the handout teaching material is very feasible and practical to be used by students / lecturers in microbiology learning activities on the material "Antagonism of Antagonistic Fungi against Pathogenic Fungi in Plants".
APA, Harvard, Vancouver, ISO, and other styles
44

Foxwell, Ruth, Danilla Grando, Patricia Newstead, et al. "Facing the Challenge." Microbiology Australia 24, no. 4 (2003): 39. http://dx.doi.org/10.1071/ma03439.

Full text
Abstract:
Too much content, not enough time!; Vocational education in microbiology: more relevant than ever; The professional practice year: the laboratory?s point of view; Learning in the laboratory: the student?s view; Food microbiology: structure and function, teaching and learning
APA, Harvard, Vancouver, ISO, and other styles
45

Fennessy, M. Siobhan, Gerald K. Sims, and Staci R. Kehrmeyer. "A Model Laboratory System for Teaching Concepts Important in Soil Microbiology." Journal of Natural Resources and Life Sciences Education 21, no. 1 (1992): 79–83. http://dx.doi.org/10.2134/jnrlse.1992.0079.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Spicer, Jennifer O., Colleen S. Kraft, Eileen M. Burd, Wendy S. Armstrong, and Jeannette Guarner. "The Value of Case-Based Teaching Vignettes in Clinical Microbiology Rounds." American Journal of Clinical Pathology 141, no. 3 (2014): 318–22. http://dx.doi.org/10.1309/ajcpw71hrnssbypo.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

MILLER, LESLIE M., VICKY ESTRERA, DAVID LANE, and JANETTE MORENO. "Efficacy of MedMyst: an Internet Teaching Tool for Middle School Microbiology." Journal of Microbiology & Biology Education 5, no. 1 (2004): 13–20. http://dx.doi.org/10.1128/jmbe.v5.73.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Korniychuk, O., R. Shykula, and S. Pavliy. "Methodological and organizational aspects of microbiology teaching in dental faculty of national medical university." Reports of Vinnytsia National Medical University 22, no. 2 (2018): 385–88. http://dx.doi.org/10.31393/reports-vnmedical-2018-22(2)-33.

Full text
Abstract:
An important task today is to bring the content of typical and working educational programs, as well as teaching methods to European educational standards for the optimization of the quality of teaching for the successful training of future dentists. The purpose of the work is to consider the methodological aspects of teaching microbiology and the peculiarities of student knowledge control at the Faculty of Dentistry of Danylo Halytsky Lviv National Medical University (DHLNMU). The Department of Microbiology of DHLNMU educational process is carried out under the new curriculum by training the level II specialists. The maximum pedagogical skill of the faculty members of the department is used to create the motivation for studying the discipline “Microbiology, virology and immunology, including microbiology of the oral cavity” and the formation of clinical thinking of students-dentists. In particular, this is achieved through constant emphasis on professional orientation filed on lectures and practical training information, program updates by modern scientific material, facts, using innovative technologies. Achieving these goals is also carried out by independent research work of students. There was created a textbook for students of the Faculty of Dentistry, in which a lot of emphasis was placed on the professional orientation of the outlined teaching material. In particular, a number of parts are devoted to the study of individual representatives of the microflora of the mouth in norm and in pathology, as well as microbiocenosis of the oral cavity in general. In order to optimize the preparation of students, the Web-portal of the University contains working curricula, multimedia presentation of lectures, methodical recommendations for practical classes and independent work with examples of test tasks, examples of situational tasks to each topic in particular. The bases of test tasks for preparation for the final knowledge control are also presented. For foreign students, the teaching staff of the department developed methodological materials in English as well as workbooks, which helps in preparation for practical classes, during practical classes, as well as facilitates the independent study of a number of topics provided by the working curriculum. A collection of test tasks for the preparation of English-speaking students for the “Krok-1” licensed exam has been published. Assessment of knowledge is carried out by the ECTS. The exam includes the control of acquiring practical skills, test tasks, descriptive theoretical questions and situational tasks. The Department of Microbiology of DHLNMU is constantly working on providing the optimal organization of the educational process with the goal of training skilled dentists. Teaching staff constantly improves ensure that the students thorough fundamental knowledge to be useful for their future medical practice.
APA, Harvard, Vancouver, ISO, and other styles
49

Rosenzweig, Jason A., and Olufisayo Jejelowo. "What Microbes Are Lurking in Your Investigation House? Identification of Unknown Microorganisms Using a PCR-Based Lab Experiment." American Biology Teacher 73, no. 6 (2011): 331–35. http://dx.doi.org/10.1525/abt.2011.73.6.5.

Full text
Abstract:
In an effort to update the microbiology teaching-lab curriculum by making lab experiments more current, we designed a microbiology lab experiment that used the polymerase chain reaction to identify microbes growing in students' homes. This experiment successfully engaged students, reinforced theoretical information presented in lectures, provided our students with valuable and current molecular technique exposure, and made molecular microbiology personally meaningful and exciting.
APA, Harvard, Vancouver, ISO, and other styles
50

Hampshire, Karly, Lauren Phinney, Elizabeth E. McCarthy, Brian Schwartz, Peter Chin-Hong, and Peter Chin-Hong. "1127. Medical School in the Era of COVID-19: Innovations in Direct Near Peer Teaching of Immunology/Microbiology Content During the Pandemic." Open Forum Infectious Diseases 7, Supplement_1 (2020): S593. http://dx.doi.org/10.1093/ofid/ofaa439.1313.

Full text
Abstract:
Abstract Background Near-peer teaching (NPT) is increasingly utilized in undergraduate medical education. At our institution’s NPT program, teachers are recruited and trained in the final block of their first year, involving simultaneous learning and teaching of Immunology and Microbiology content to classmates. This year, in-person training and teaching was conducted virtually due to COVID19. This study aims to understand how NPT in a newly virtual curriculum impacted student experiences of learning infectious disease content. Methods We conducted one-on-one interviews with student-learners and direct-peer student-teachers at the end of their first year in June 2020. Using constructivist grounded theory, we coded, reconciled, and analyzed interview transcripts to identify themes. Results Qualitative analysis of interviews with students (n=5) and near-peer teachers (n=7) yielded the following themes: 1.Optimized learning environment: Direct peer teaching leads to students feeling more personally invested in their peers’ lessons and wellbeing, creating a safe community and increased engagement despite the virtual format and recordings. 2.Benefits of education technology: Teachers employed creative virtual learning modalities to promote students’ mastery of challenging memorization-based microbiology content. 3.COVID-19 relevance: Learning microbiology and immunology content synchronously with the COVID pandemic conferred more content relevance, but presented academic challenges due to social and personal stressors. 4.Educator development: Despite the difficulty of occupying a dual student-teacher role, teachers derived many benefits from teaching, including improved communication skills, which extended to the clinic, content mastery, and increased confidence. Conclusion The COVID-19 pandemic led to unprecedented disruptions in medical education. However, the shift to virtual direct peer teaching presented an opportunity for creative virtual teaching strategies and increased lesson accessibility via recordings. Unexpectedly, virtual lessons were perceived as non-inferior to in-person lessons. Findings from this study support the use of virtual near-peer teaching programs in infectious diseases medical education. Disclosures All Authors: No reported disclosures
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography