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ERIC Number: EJ1170732
Record Type: Journal
Publication Date: 2017-Dec
Pages: 9
Abstractor: As Provided
Reference Count: 4
ISBN: N/A
ISSN: ISSN-1539-2422
Using a Thyroid Case Study and Error Plausibility to Introduce Basic Lab Skills
Browning, Samantha; Urschler, Margaret; Meidl, Katherine; Peculis, Brenda; Milanick, Mark
Bioscene: Journal of College Biology Teaching, v43 n2 p29-37 Dec 2017
We describe a 3-hour session that provides students with the opportunity to review basic lab concepts and important techniques using real life scenarios. We began with two separate student-engaged discussions to remind/reinforce some basic concepts in physiology and review calculations with respect to chemical compounds. This was followed by activities designed to have the students examine and identify a wide variety of errors that can be made when taking/prescribing medication. This ultimately led to a discussion of whether a particular error can be considered "significant". In our (teaching laboratory/medical) context, the term "significant" meant an error or mistake that demands attention, as it is consequential towards the outcome. Hands-on experience of making solutions allowed the students to critically assess and attribute error prone steps to specific techniques including: calculations (including dimensional analysis), weighing out material (accuracy in weighing and the precision limits of the balance) and the role solubility can play in making homogeneous solutions. The pipetting activity gave the students hands on and scenario based opportunities to distinguish between accuracy and precision and to identify sources.
Association of College and Biology Educators. Web site: http://acube.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri