A novel undergraduate biomedical laboratory course concept in synergy with ongoing faculty research

Willemijn D. Schot, Maria A. Hegeman, Toine ten Broeke, Floris A. Valentijn, Irma Meijerman, Frans J. Prins, Wim J. A. G. Dictus, Niels Bovenschen

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Optimal integration of education and ongoing faculty research in many undergraduate science programs is limited to the capstone project. Here, we aimed to develop a novel course-based undergraduate research experience (CURE) in synergy with ongoing faculty research. This 10-week course called Biomedical Research Lab is embedded in the curriculum of the undergraduate program Biomedical Sciences and grounded in the theoretical framework of research-based learning. Four groups of four students work together in a dedicated laboratory on an actual ongoing research problem of faculty. All groups work on the same research problem, albeit from different (methodological) perspectives, thereby stimulating interdependence between all participants. Students propose new research, execute the experiments, and collectively report in a single research article. According to students, the course enhanced scientific, laboratory, and academic skills. Students appreciated ownership and responsibilities of the research, laboratory teachers as role models, and they were inspired and motivated by doing authentic actual research. The course resulted in a better understanding of what doing research entails. Faculty valued the didactical experience, research output and scouting opportunities. Since topics can change per course edition, we have showcased a widely applicable pedagogy creating synergy between ongoing research and undergraduate education.

Original languageEnglish
Pages (from-to)758-767
Number of pages10
JournalBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION
Volume49
Issue number5
Early online date22 Jul 2021
DOIs
Publication statusPublished - 1 Sept 2021

Keywords

  • authentic research
  • inquiry-based learning
  • research-based learning
  • students as partners
  • undergraduate

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