Case-based teaching of experimental design - contributions for meaningful learning

Area of Science:

• Biomedical Research
• Scientific Education

Background:

• Preclinical research reliability and reproducibility are hampered by inadequate training in experimental design (ED).
• Current ED education in Europe is often insufficient, with less than a day dedicated to this critical topic in many courses.
• Effective communication of key ED principles is needed to improve researcher competency.

Purpose of the Study:

• To advocate for enhanced education and training in experimental design (ED) for researchers conducting animal studies.
• To present innovative pedagogical approaches for teaching ED fundamentals.
• To improve the reliability and reproducibility of preclinical research outcomes through better ED practices.

Main Methods:

• Developed two novel teaching approaches for experimental design (ED) incorporating case-study and problem-solving techniques.
• Utilized realistic research scenarios to stimulate discussion and active learning.
• Employed freely-available software with graphical output to explore experiment sizing and the use of both sexes in study design.

Main Results:

• Trainee feedback and informal assessments indicate that the developed approaches are engaging and memorable.
• These methods facilitate meaningful learning that can be translated into improved practical application of ED.
• The approaches offer a valuable contribution to enhancing ED teaching in scientific research.

Conclusions:

• Dedicated, tutor-guided teaching of experimental design (ED) is crucial for improving preclinical research quality.
• Innovative, interactive teaching methods can effectively convey complex ED concepts to researchers.
• Improved ED education is essential for enhancing the reliability and reproducibility of scientific findings.