UMMS Affiliation

Program in Systems Biology; Program in Molecular Medicine; Graduate School of Biomedical Sciences

Publication Date

2019-06-26

Document Type

Article

Disciplines

Educational Technology | Health Communication | Medical Education | Online and Distance Education | Science and Mathematics Education

Abstract

Technological breakthroughs in the past two decades have ushered in a new era of biomedical research, turning it into an information-rich and technology-driven science. This scientific revolution, though evident to the research community, remains opaque to nonacademic audiences. Such knowledge gaps are likely to persist without revised strategies for science education and public outreach. To address this challenge, we developed a unique outreach program to actively engage over 100 high-school students in the investigation of multidrug-resistant bacteria. Our program uses robotic automation and interactive web-based tools to bridge geographical distances, scale up the number of participants, and reduce overall cost. Students and teachers demonstrated high engagement and interest throughout the project and valued its unique approach. This educational model can be leveraged to advance the massive open online courses movement that is already transforming science education.

Keywords

Teachers, Antibiotic resistance, Internet, Robotics, Schools, Spectrophotometers, Antibiotics, Science education

Rights and Permissions

Copyright: © 2019 Dahan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

DOI of Published Version

10.1371/journal.pbio.3000348

Source

PLoS Biol. 2019 Jun 26;17(6):e3000348. doi: 10.1371/journal.pbio.3000348. eCollection 2019 Jun. Link to article on publisher's site

Journal/Book/Conference Title

PLoS biology

Related Resources

Link to Article in PubMed

PubMed ID

31242174

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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