Virtual microbiology laboratory: Teaching and learning experience in the modern era

Abstract

Objectives: Acquisition of microbiological knowledge is both intellectual- and skills-oriented. The traditional ‘wet-lab’ is an important platform to achieve this goal. The heightened interest in microbiology and infectious diseases, and the administrative clustering of many institutions, has lead to increased number of students from geographically diversed locations. As a result, it is increasingly difficult to organise laboratory classes with limited resources such as laboratory space and number of teachings staffs. To address the situation, a web-based “Virtual Microbiology Laboratory” was developed and evaluated for its effectiveness.

Methods: Starting 2007/2008, a web-based Virtual Microbiology Laboratory was set up for nursing undergraduate microbiology studies. Students’ performance and perception of the course were analysed for three consecutive academic years (2006/07, 2007/08, 2008/09; class-size ranged from 174 to 190). These web materials comprised of a series of 58 web images, 19 videos, 9 on-line quizzes and an anonymous forum. Access to this web was voluntary, but usage was logged. Students’ learning outcomes were assessed by course evaluation questionnaire (23 items on a 6-point Likert scale: 1 = strongly disagree, 6 = strongly agree) and examination. The course evaluation was conducted at the end of the course, but prior to the examination. The examination was paper-based with long-answer-questions and a-type MCQ, which were marked by the same panel of teachers.

Results: An improved perception on understanding of concepts and interest in microbiology was observed with the launch of Virtual Microbiology Laboratory. An improvement in scoring on the MCQ was also observed (2008/09 vs 2006/07, p<0.05) However, scoring with long-answer-questions had declined (p<0.05).

Conclusion: The development of Virtual Microbiology Laboratory has stimulated interest among undergraduate students. Their knowledge, however, when assessed by traditional examination method had yielded divergent results. Ability to recall factual information, as tested by a-type MCQ, is enhanced. Ability to assimilate information, and to present them in a logical written manner (as tested by longanswer-question) had declined. While web-based e-learning is a useful shotgun approach to improve the breath of information, it may not replace classroom or bench-side teaching where in-depth discussion are generated, hypothesizing- and theorising-skills are developed and practised.