The enteric jazz band lecture: enhancing active learning

Context and setting The Year 1 medical and dental curriculum at the University of Alberta, Edmonton contains a 7-week block of microbiology and immunology. In addition to small-group sessions and self-study, the bacteriology component of the course consists of 21 hours of large-group sessions. A teaching intervention was aimed at the 161 students who attended the session on anaerobic bacteria. Why the idea was necessary Despite an increase in small-group learning sessions, large-group lectures continue. If they do not capture students' attention, facts stressed during the lecture are often only briefly retained. Could a teaching technique with a large group that was creative and contained interesting imagery stimulate commitment to longterm memory? What was done During the session on anaerobes, the role of Bacteroides fragilis in intra-abdominal abscess formation was discussed, using a story about Harry Houdini and the Enteric Jazz Band. The story was told with background music (‘Take Five’ by the Dave Brubeck Quartet). Houdini died after abdominal trauma and the story focuses on what was happening in his belly at a cellular level. Initially, all the instruments play, symbolising all of the organisms released into Houdini's abdomen (Escherichia coli on piano, Enterococcus on bass, other enteric gram negatives on the drums and B. fragilis on the saxophone). Then there is a long interval during which the saxophone is silent – when B. fragilis survives exposure to oxygen but does not multiply. The other instruments keep playing, as the other bacteria multiply. As the oxygen is used and the area becomes devitalised, the saxophone plays again: once an anaerobic environment is achieved, B. fragilis can multiply and abscess formation continues. The story ends sadly as Houdini died because he did not receive antibiotics or surgery. Evaluation of results and impact The material was tested in the mid-term examination within 8 days and with a questionnaire 27 days later. A total of 161 students wrote the midterm examination. On the 3 questions related to the intervention, 98.9–100% of students chose the correct answer. On the 1 question related to the lecture material, 52% of the class chose the correct answer. One month after the intervention, 131 questionnaires were returned (81% of the class). Of the respondents, 130 felt the enteric jazz band story was a useful learning adjunct and 97.7% selected bacteria involved in abscess formation correctly. All (100%) remembered that B. fragilis proliferates after a change in oxygen tension and 89·3% recalled that the capsule of B. fragilis is the main virulence factor in abscess formation. All (100%) knew that surgery was required in addition to antibiotics. Student comments were positive: ‘If everything was taught like that, I’d get way better marks!' ‘If there’s anything I will remember years from now, it will be the jazz band', and ‘It was awesome entertaining, and the only time I’ve ever remembered anything from [a] lecture without studying it!' An intervention that emphasised creativity and lasted 5 minutes helped students commit lecture information to long-term memory.

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