Biology and Health Professions: Improving Career and Skills Focus for Students in Radiation Biology

Title: Improving Career and Skills Focus for Students in Radiation Biology
Authors: Scott Cooper; Anne Galbraith, Anton Sanderfoot, Biology; Aileen Staffaroni, Nuclear Medicine Technology; Melissa Weege, Radiation Therapy; University of Wisconsin – La Crosse
Discipline(s) or Field(s): Biology, Radiation Therapy, Nuclear Medicine Technology
Submission Date: June 12, 2014

Abstract: The intent of this lesson study was to improve the content of the lecture and lab to add more career and professional materials to better prepare the students for their future.  The new material added to the labs and case studies added to lecture led to a general improvement in student interest and focus compared to earlier semesters.

Biology & Health Professions Lesson Study:
Improving Career and Skills Focus for Students in Radiation Biology (Full Report and Appendices)

Health Professions: Applying Case Study Method of Instruction to Pathophysiology

Title: Health Professions: Applying Case Study Method of Instruction to Pathophysiology
Discipline(s) or Field(s): Health Professions, Radiation Therapy, Nuclear Medicine, Pathophysiology, Gastroenterology
Authors: Melissa Weege and Aileen Staffaroni, UW-La Crosse

Abstract: Upon completion of the lesson study of GI disorders, we desired to see students retain information about the GI disorders on the unit exam. In addition, in section one, we hoped to see this same information retention on the final exam at the end of the semester. Secondly, we wanted to see the students apply the GI information learned in this unit. The lesson study was designed in a case study format. The students could apply the GI knowledge that they gained through the assigned reading and their existing pathophysiological knowledge, in order to solve the case. Along with application of knowledge, we wanted the students to exhibit critical thinking skills. By designing the lesson study in such a way that the students did not have all of the information that they needed, we hoped that it would encourage and engage them to think about the case in a critical way, using their basic knowledge of pathophysiology. Finally, the remaining goal of the lesson study was to encourage students to problem solve and collaborate. The case was designed to require the student to work in groups on a three-part progressive case study. It would require teamwork, collaboration, and critical thinking to solve the case. Developing teamwork and collaboration in a health professions program is very important. These students will become professionals who have to problem solve together and collaborate with each other in order to provide the safest and most effective patient care.

Health Professions: Applying Case Study Method of Instruction to Pathophysiology (Final Report)