Guided inquiry-based lab in cancer biology designed to support student understanding of biomedical research.
Bibliographic record
Abstract
Abstract: Undergraduate programs in biomedical science generally balance the teaching of content with practical skill competencies in the laboratory. Traditionally this is approached through method-centered lab sessions that may not be interconnected and do not reflect how lab science is genuinely practiced. Refereed to as “cook book” labs these are very common in large cohort classes and are of limited educational value since they foster passive learning. In contrast inquiry-based laboratories are process-centered and are designed to promote engagement, self-directed learning and critical thinking. There are many reasons why inquiry-based labs are not adopted more widely, including funding, limited resources, skilled personnel, instructor training, among many other barriers. Here we show a guided inquiry-based lab-course that meets our program objectives and supports cross-disciplinary learning. The creation of this guided inquiry-based biomedical laboratory course is intended to enhance deeper learning practises among undergraduate Translational and Molecular Medicine (TMM) students at the University of Ottawa. The course focuses on genetic changes associated with tumorigenesis and tumor suppressor reactivation, immersing students in authentic research experiences. It is designed to support students to pose a hypothesis and then implement an experimental workflow to address this question over multiple lab sessions. This includes experimental design and data interpretation workshops every week to help orient students in a research environment. Although the lab is not completely open ended, individual students need to make multiple choices to make their project unique. We consider this lab to be a good balance between available resources and optimal learning outcomes. Student expereinces of the from a survey will be shared. This work received an exemption from REB review from the University of Ottawa Office of Research Ethics.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.003 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.017 | 0.006 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".