Table 3.

Questionnaire results reporting mean, SD, and distribution of responses in each Likert-scaled category of course design (CD) and student gains (SG)

Question	Topic	Mean	SD	1	2	3	4	5
CD	Course design, CD
1	Mini-lectures	3.76	0.86	0	2	13	14	8
2	Group activities	3.05	0.88	1	7	21	5	3
3	ImageJ	3.08	0.92	0	11	15	8	3
4	Printed 3D models	3.57	0.80	0	3	14	16	4
5	Virtual 3D models	3.95	0.74	0	1	8	20	8
6	Topics covered	3.84	0.76	0	1	11	18	7
7	Overall course	3.70	0.74	0	1	14	17	5
8	Course emphasis that imaging provides a way of knowing biology at different scales	4.19	0.70	0	0	6	8	13
9	NIH Roadmap	3.54	0.93	0	5	13	13	6
SG	Student gains, SG
1	Nanoimaging	3.70	0.94	0	4	11	14	8
2	Molecular imaging	3.73	0.84	0	3	10	18	6
3	System level imaging	3.49	0.84	0	4	15	14	4
4	Imaging as a quantitative tool	3.76	0.86	0	2	13	14	8
5	Biological scale	3.76	0.86	0	3	10	17	7
6	Biological imaging tools	3.73	0.77	0	0	17	13	7
7	Using imaging software	3.73	0.80	0	1	15	14	7
8	Interpreting imaging studies	3.59	0.69	0	2	13	20	2
9	Recognizing biological scale in images	3.70	0.81	0	2	13	16	6
10	Quantifying images	3.46	0.84	0	3	19	10	5
11	Importance of this field	3.92	0.76	0	0	12	16	9
12	Understanding that imaging offers new insights into biological structure and function	3.86	0.86	0	1	13	13	10
13	Understanding that imaging impacts medicine	4.11	0.84	0	1	8	14	14
14	Understanding that future patients will benefit from ongoing imaging research	4.08	0.89	0	1	10	11	15
15	Imaging is an integrated, multidisciplinary field	3.70	0.88	0	3	12	15	7

Selected CD and SG topics were based on active learning activities and learning goals, respectively.