A Full Semester Flow Cytometry Course Improves Graduate and Undergraduate Student Confidence

Autor/inn/en	Tueller, Josie A.; Whitley, Kiara V.; Weber, K. Scott
Titel	A Full Semester Flow Cytometry Course Improves Graduate and Undergraduate Student Confidence
Quelle	In: Biochemistry and Molecular Biology Education, 48 (2020) 2, S.99-107 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weber, K. Scott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21318
Schlagwörter	Cytology; Measurement; Measurement Techniques; College Students; Skill Development; College Science; Training; Equipment + Suchen Sie Ihr Suchwort? Zytologie; Messverfahren; Messtechnik; Collegestudent; Kompetenzentwicklung; Qualifikationsentwicklung; Ausbildung
Abstract	Flow cytometry is a versatile and high throughput technique for rapid and efficient biological testing. It requires a high level of conceptual, technical, and analytical skills to properly design experiments, effectively operate flow cytometry machines, and analyze the data. A lack of training and development of any of these three skills can result in underutilization and improper use of flow cytometric machines that can impede research progress. Often students develop these conceptual, technical, and analysis skills from trial and error, but many students either do not use this powerful flow cytometry technology, use it improperly or ineffectively, or give up using it without proper training and support. Here we report on a course which teaches flow cytometry skills to undergraduate and graduate students. The design of this course is unique in that it teaches conceptual, technical, and analytical skills related to flow cytometry in a full semester format. Undergraduate and graduate students reported significant increases in their confidence levels over the course of the semester. Here we provide our findings and resources for others who may want to implement a similar course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01