Rochelle Schwartz-Bloom, Professor of Pharmacology and Cancer Biology, Professor of Neurobiology, Professor of Biological Psychiatry Director, Undergraduate Studies in Pharmacology, Director, RISE (Raising Interest in Science Education)
Pharmacology and Cancer Biology, School of Medicine

Project Description

The objective of this project is to develop a 3D virtual model of drug action at the molecular level that can be used in teaching undergraduates in Pharmacology 150. An interdisciplinary team of undergraduate students will work together to develop a molecular model of a basic pharmacologic principle such as drug action at a receptor-gated ion channel (an appropriate example could be alcohol binding at the GABA-gated chloride channel to produce intoxication). They will use the Visualization Lab and DiVE Tank to create a virtual 3D model as well as a 3D web-based version that can be used online.

The interdisciplinary team will also learn how to apply evaluation methodologies to assess the effectiveness of the instructional tool on student learning.

Project start date: 5/4/2007
Funding awarded: $ 6,500

Additional information:

Duke University Visualization Technology Group

DiVE Tank

RISE (Raising Interest in Science Education)

Other projects by Pharmacology 150

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Scott Huettel, Associate Professor of Psychiatry, Co-Director, Center for Neuroeconomic Studies, School of Medicine
Michael Platt, Associate Professor of Neurobiology, Co-Director, Center for Neuroeconomic Studies, School of Medicine

Project description

The course NEUROBIO95FCS.01 covered the structural and functional organization of the brain, strengths and limitations of techniques in neuroscience, how concepts from economics are being introduced into neuroscience, and how results from neuroscience are changing economics models. Neuroanatomy was taught using a novel approach. First, instructors lectured using two-dimensional graphics. Then, students manipulated brain models in small-group workshops. Finally, the students were led on a “guided tour” of neuroanatomy, in a three-dimensional (virtual) brain models within the Duke immersive visualization environment (DIVE). Students walked through realistic, high-resolution brains with their instructor. This allowed them to learn how different brain parts are organized spatially. They later returned to the DIVE to practice in small groups without their instructor.

We know that students did learn the required neuroanatomy because of their exceptional performance on their mid-term neuroanatomy exam. Our students all completed practical exams in the DIVE, and both instructors were impressed with their facility with the neuroanatomy. We also gave a very challenging, graduate-level written examination. With only 2-3 exceptions in a class of 16, the students’ performance was outstanding. Their knowledge of neuroanatomy – as estimated from the performance on the test – was roughly equivalent to that of graduate students in the cognitive neuroscience program.

This project was presented at the 2007 Center for Instructional Technology Showcase on “Helping Students Visualize Science in Three Dimensions Using Virtual Reality”

Project start date: May 26, 2006
Funding awarded: $5,000

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Ricardo Pietrobon, Assistant Professor, Surgery, School of Medicine

Project description
The purpose of this project was to investigate the efficacy of a software tool, Manuscript Architect (MA), in improving the scientific writing ability of students in Health Sciences related fields. MA, previously created by the project PI and his staff, allows focused and collaborative writing, with embedded examples and feedback.

During the study, 48 students from Medicine, Physical Therapy and Nursing participated, 24 using the tool and 24 using traditional writing methods. The students prepared a section of a scientific paper and their results were judged by external/blind reviewers. In addition the students themselves were interviewed and their interviews were transcribed and analyzed.

The major results were that students faced cognitive burden in learning to write well using standard scientific writing styl, but the MA group found the support and collaboration provided by the tool helpful. The control group found it hard to distinguish content and structure issues in their papers, while the test group was better able to do this. Analysis of the papers showed using MA provided a statistically significant improvement in organization of the text and flow of argument than the control group, although there was not a differencein writing quality at the sentence level between the two groups. On this aspect of the grant Pietrobon is finished with the data analysis and close to a first draft of the paper.

Those wishing to receive access to Manuscript Architect for their own courses or research should contact Ricardo Pietrobon.

Project start date: 6/30/2005
Funding awarded: $40,000

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Victoria Kaprielian, Clinical Professor, Community and Family Medicine, School of Medicine
Beau Wiseman, Training Coordinator, Community and Family Medicine, School of Medicine
Barbara Gregory, Clincal Research Coordinator, Community and Family Medicine, School of Medicine

This project created six interactive online modules to teach key concepts of patient safety and quality improvement to health care professions trainees (medical, physician assistant, nursing and others).

The module topics are:

• What is quality improvement?
• The how’s and why’s of chart audits
• The evolution of quality and safety in health care
• Culture of safety
• Anatomy of error
• Mistake-proofing care

The modules were created using Macromedia Flash by a local multimedia/web programming firm contracted for this project. Kaprielian, Wiseman and Gregory served as project coordinators and content authors.

The modules were first incorporated into the second year medical curriculum in Fall 2005, and later into the Family Medicine and the physician assistant curricula, where they are still actively used in summer 2007. The modules are available to the entire Duke University community, on the web or on CD.

In the medical student program, students completed pre- and post-module tests on patient safety culture and content knowledge. Results of these studies were to be analyzed following additional data collection in August 2006. Impact of the modules in other programs was to be judged using post-module surveys.

Project start date: 5/19/2004
Funding awarded: $39,721

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Edward Buckley, Professor, Ophthamology and Pediatrics, School of Medicine

Project description

Accreditation and certification requirements for medical students include that they must meet certain learning objectives with regard to patient encounters (have had experience interacting with and diagnosing patients with a variety of illnesses and situations). Merely placing students in clinical situations does not ensure that all learning objectives have been met.

This project produced an interface for PDAs which integrates with Duke’s existing “PatientKeeper” software, allowing students to input data about their patient encounters and to tie those experiences to specific learning objectives. Clinical instructors, course directors and curriculum planners were able to access the student information to enable adjustments to the students’ education program (seeing additional patients with specific diseases, for example), assess students’ depth of understanding, or highlight objectives which may need to be revised.

Project start date: 5/19/2004
Funding awarded: $25, 829

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