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A gut microbiome tactile teaching tool and guided-inquiry activity promotes student learning
Parker T Shoaf1, Katie S French2, Noah J Clifford1
1Department of Biology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States.
Frontiers in Microbiology
|January 9, 2023
Summary
A new tactile teaching tool with guided-inquiry effectively taught undergraduate students about gut microbiome fermentation of carbohydrates into short-chain fatty acids (SCFAs). The activity achieved learning objectives across different learning formats, with greatest gains in students with prior biology coursework.
Area of Science:
- Microbiology and Physiology
- Undergraduate STEM Education
- Gut Microbiome Research
Background:
- The gut microbiome significantly impacts human and animal health.
- Understanding microbial processes like carbohydrate fermentation is crucial but can be abstract for students.
- Integrating active learning strategies into undergraduate curricula, such as Anatomy and Physiology, is important for effective science education.
Purpose of the Study:
- To develop and assess a novel tactile teaching tool with guided-inquiry (TTT-GI) for teaching gut microbiome carbohydrate fermentation.
- To evaluate the effectiveness of the TTT-GI activity in achieving learning objectives.
- To compare the impact of different implementation formats (in-person vs. virtual) and course structures on student learning.
Main Methods:
- A TTT-GI activity was implemented in a Human Anatomy and Physiology course using building toys (in-person) or a digital tool (virtual).
- Students explored carbohydrate structures, predicted microbial fermentation into short-chain fatty acids (SCFAs), and considered physiological implications.
- Pre- and post-assessments were used to evaluate learning objectives, with analysis of differences based on learning format and course section.
Main Results:
- All three learning objectives of the TTT-GI activity were successfully attained by students.
- Minimal and nonsignificant differences in learning were observed between in-person and virtual participants.
- Significant differences in learning outcomes were noted between course sections, correlating with activity length and spacing.
Conclusions:
- The TTT-GI approach is an effective active learning strategy for teaching complex gut microbiome concepts.
- The activity demonstrated success across hyflex learning modalities, with variations influenced by course structure.
- While modest gains were seen in underrepresented STEM groups, students with prior upper-level biology coursework showed the greatest learning improvements.
