Project Description

This project will create an effective molecular model of drug action to engage students and teach basic chemical and biological principles, like oxidation, enzyme action, and genetic polymorphisms. An interdisciplinary team of students in Pharmacology 197 and 198 (Research Independent Study in Science Education, Fall 2007 and Spring 2008) has selected, planned, and created a three dimensional, interactive, immersive animation of molecules interacting. In the Duke immersive Visualization Environment (DiVE), students can see and manipulate the enzyme alcohol dehydrogenase as it binds to NAD+ and alcohol molecules to oxidize alcohol. Over the summer of 2008, student Marcel Yang is perfecting the model, with input from students in the Duke University Talent Identification Program (Duke TIP) and LEAP (Launch into Education About Pharmacology, a science enrichment program for rising 10th & 11th grade students) program.

During the Fall of 2008, another team member, Dave McMullen, will test whether freshman chemistry student learning of basic concepts is enhanced when exposed to the interactive model either in the DiVE or on a flat screen, compared to the “textbook” style of content delivery.

When this project is completed, it will be entered into the NSF Science and Engineering Visualization Challenge.

photo credit:  Les Todd

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

Additional information:

Duke University Visualization Technology Group

RISE (Raising Interest in Science Education)

Other projects by Pharmacology 150

Duke Center for Science Education

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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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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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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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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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