The Recording of Student Performance in the Microbiology Laboratory as a Training, Tutorial, and Motivational Tool

Abstract

The laboratory component of a microbiology course consists of exercises which mandate a level of proficiency and manual dexterity equal to and often beyond that recognized among other biology courses. Bacterial growth, maintenance, identification (e.g., Gram stain, biochemical tests, genomics), as well as the continuous need to maintain laboratory safety and sterile technique, are only a few skills/responsibilities critical to the discipline of microbiology. Performance of the Gram stain remains one of the most basic and pivotal skills that must be mastered in the microbiology laboratory. However, a number of students continually have difficulty executing the Gram stain and preparative procedures associated with the test. In order to address this issue, we incorporated real-time digital recording as a supplemental teaching aid in the microbiology laboratory. Our use of the digital movie camera in the teaching setting served to enhance interest, motivate students, and in general, improve student performance.

INTRODUCTION

The laboratory component of the microbiology course is initially presented to students through introductory lectures describing the significance, application, and the execution of a given exercise(s). Students are also referred to their “cook book” style manuals in concert with instructor promulgated hand-outs or perhaps manufacturer-supplied package inserts to supplement assigned laboratory exercise(s).

A proficiency in basic bench-level techniques (e.g., sterile technique, bacteriologic slide preparations, compound staining) is critical for the execution of more advanced exercises.

The production of a movie or digital “film” recording of student performance at the bench was hypothesized to affect a supplementary training medium to foster proper laboratory techniques and improve manual dexterity. The production of a student-based laboratory tutorial movie was also tested as a medium for library and/or home use. Accordingly, we determined the feasibility of real-time digital film recording/motion picture-based technology in the microbiology laboratory for direct application to student training at the bench and as a home tutorial. The Gram stain was used in this investigation as a model laboratory exercise.

METHOD

Real-time filming of student performance at the work station

A Panasonic “SDR-H80 SD Card/Hard Disk Video Camera” was used in this study. Camera positioning and stability during filming were mediated through the use of an adjustable tripod (Coaster Red Accent VTR-50RA Pro-Portable Tripod, Coast Manufacturing Co., Mt. Vernon, NY). On-site recording of student performance took place at laboratory work stations. Peer and/or course instructor commentary/corrective criticisms were incorporated into the audio segment during the filming. Students were able to review their performance at the bench in real time using the camera’s playback mode. Students identified as having difficulty in bacterial slide preparation and/or the execution of the Gram stain per se, were given priority use of the recording equipment.

Film production for tutorial purpose

After two or three laboratory sessions, students were selected to serve as “actors” and assistants in the production of a microbiology tutorial or training film. Slides were prepared with highlighted (bold-face) subtitles, in conjunction with student voice-overs pointing out the significance, the mechanism(s), and the execution of the Gram stain. Film production assistants were assigned tasks including, but not limited to, camera operation (e.g., pause, close-up, wide-angle), and the holding of [student-prepared] cue cards. The more articulate student was assigned to the presentation of the film’s introductory verbal component. Where appropriate, however, rotations between production assignments and actors took place. A greater part of the film consisted of those manipulative procedures associated with the preparation of the bacterial smear and in the execution of the Gram stain. Narration by the course instructor took place during the performance of the bacterial smear and during the staining procedure. Repeated “takes” were performed as necessary. The film was made available for viewing on the college’s course management program [ANGEL Learning (Blackboard Inc., Washington, DC)] and on DVD by loan from the library. ANGEL is available through student/faculty internet access. Students were asked to remain after class or meet at mutually agreed times to work on the production of the film. Subtitles were added to the film along with background music [e.g., Dve Gitary (Two Guitars) by Andrei Krylov and Concierto de Aranjuez Guitarra Latina] in a looped music format. Additional editing (e.g., deletions, scene rearrangements) were performed as necessary (Windows “Movie Maker,” Microsoft).

DISCUSSION

Observations and application to the laboratory setting

Within a given classroom population, there remains a body of individuals who require direct instructor assistance and extended time to identify and resolve deficiencies in performance at the bench. In the microbiology teaching laboratory, for example, introductory [laboratory] lectures as well as demonstrations of selected technical manipulations remain only moderately effective as teaching methods to the aforementioned student group. It is the impetus of the current report to suggest a new science laboratory teaching application to improve skills at the bench, enhance interest, and motivate through the utilization of real-time digital movie recordings.

Self-recording and then playback of laboratory performance was acknowledged by the students to be of unique application, a refreshing tool in their science training, and in general, an enjoyable interactive learning medium. Students had minimal or no issues with the physical use of the digital camera, due to their familiarity with computer technology and high-tech gadgetry (e.g., the college’s learning management programs, iPhones, iPods, etc.).

In-class peer or course instructor review of student recordings readily and effectively “pinpointed” technical errors or manipulative weaknesses at the bench. By using the Gram stain as a model laboratory exercise in concert with real-time digital movie recordings, errors in the performance of smear preparations and staining per se markedly improved upon a second effort.

Upon introduction to digital movie recording as an educational tool, student interest and excitement flared. Self-assessment through immediate “playback” of work performed at the bench was observed to direct student efforts to “fine-tune” their laboratory skills. Students who had access to the digital movie camera, furthermore, took reduced or minimal break times, and even requested extended time in the laboratory after the session’s end. Such efforts were not generally observed by students who had not as yet been afforded the use of the digital camera.

The use of student “actors” or production assistants in the formal recording of one or more laboratory exercises resulted in an observed air of [student] dedication and a movement to bestow participants’ skills upon others. The actors and production assistants readily agreed to work with weaker individuals to help resolve deficiencies in the execution and performance of the given laboratory exercise(s). The weaker students actually welcomed impromptu in-class peer assistance. Within the tutorial movie itself, the incorporation of pertinent subtitles complemented the visual and auditory component of the film, embellishing important technical and mechanistic concepts. We propose that a combined visual, auditory, and written presentation, in the form of our movie tutorial, was able to stimulate the total psyche and, in turn, enhance student grasp of the subject matter.

We credit improvement of student interest and hands-on skills to an intrinsic motivation brought about by the fascination with — and student ability to view in real time — their own work (2). It is recognized that looming employment serves as a major factor in student efforts to succeed in their classroom endeavors. Notwithstanding, we suggest that student motivation and determination may be fostered by a viewing of their own efforts at the bench, stimulating those innate traits of self-awareness, personal gratification, and a self-recognition of achievement (4, 5, 6, 7). The inherent desire among individuals to reflect positively upon one’s self, most eloquently coined, “the self-esteem hypothesis,” indeed serves as a motivational driving force (1). We submit that student observation of “self” as achieved through real-time movie recordings brings out otherwise untapped learning capabilities. In agreement with D.L. Haggerty, science learning can indeed be “enriched” by the awakening of “emotion” in the classroom setting (3).

Regardless of slide quality, it was not uncommon for some students to attest that all manipulative procedures in the performance of the bacterial smear or Gram stain were performed in accordance with that specified in their laboratory manuals. Improper performance of the given laboratory exercise was obvious upon observation of the assay’s final product (viz., the quality of the slide/stain preparation). The benefit of visually documenting and then reviewing student work in real-time reduced the compounding of unrecognized and unintentional technical errors.

The application of the audio-visual teaching aid, as proposed herein, might be more applicable to specific student groups. For example, many colleges offer two microbiology courses. One microbiology course is offered to the basic science (e.g., biology, chemistry) major. A second course, sometimes described as “Microbiology for Nurses” or Microbiology for the Health Professions” is directed primarily to students in nursing or other health care programs. At our institution, the latter microbiology course primarily serves nursing students who are matriculated at, or plan to apply for, admission to one of our teaching hospital affiliates. Most nursing students register for their required microbiology course in addition to their “clinicals” (i.e., laboratory based applied nursing courses). Some nursing students begrudgingly admit that their study emphasis is directed towards their hospital-based clinical courses. We propose that real-time digital filming as a supplement to the laboratory component of the microbiology course might be especially appropriate to such a student population. However, basic science majors presenting with bench-level deficiencies will benefit from the proposed in-class recording protocol as well.

CONCLUSION

In summary, the proposed use of the digital camera in the microbiology laboratory is suggested to aid the student at his/her bench level training. Significantly, real-time viewing of student performance permits the use of a simple-to-operate tool to affect a real-time self-corrective learning medium. Coupled with online tutorial films or library DVDs, we propose an overall improved learning experience in the microbiology laboratory. The weaker or less motivated student is expected to benefit to a larger extent, although the proposed movie-assisted learning and tutorial is suggested to enhance learning among all student groups. The availability of movie-based training and the ability to review student produced tutorial films serve as excellent supplementary learning tools for the student in the laboratory component of the microbiology course.

The following provides a direct link to a student performed and produced digital film tutorial: www.youtube.com/watch?v=U96kOlPtqxQ&feature=