(R3648) Microbiology Lab Simulations, A Pandora’s Box, During an Epic Pandemic

Veronica Ardi (National University)| Ana Barral (National University)| Rachel Simmons (National University)| Dawn Tamarkin (National University)

Universities and colleges were shaken to their core when an unprecedented 21st Century Pandemic hit the World. SARS-CoV2 quickly changed the educational environment. Faculty scrambled to convert in-person lectures into online format. While this transition appeared chaotic, perhaps the more daunting task was converting laboratory and clinical courses to online labs without compromising the integrity of student learning. In this study, we examined if virtual simulations could be comparable experience to in-person lab courses. The two groups included students taking microbiology lab courses that was either (1) in-person or (2) online. Students taking in-person, hands-on lab were assigned virtual simulations as homework. Students in an online lab course only had virtual simulations. The simulations, which were selected based on curriculum mapping to the learning outcomes, included theoretical concepts, performing virtual experiments, and answering questions. In both groups, students were instructed to complete seven to nine virtual lab simulations. We examined student learning with pre/post-tests, containing 3 to 4 questions per learning outcome. Students were given the same set of 24 questions on the first day of the course and during the final exam. We found that although treatment was a significant factor, time had an effect size an order of magnitude larger using repeated measures ANOVA analyses. There was statically significant increase in student learning over time (Fig. 1). Students from the in-person courses (n=31) showed significant improvement in three of the seven learning outcomes using Bonferroni correction, paired t-tests on pre/post-tests. Students from the online courses (n=88) showed significant improvement in six of the seven learning outcomes. The only learning outcome that had no significant change over time in both groups was on lab safety. This was not surprising because students normally take other lab courses prior to entering microbiology lab. In addition, students voluntarily responded to an end-of-course anonymous survey that had statements about anxiety, career/value, confidence, motivation, and self-pace on a scale of 1-5 (1: strongly disagree to 5: strongly agree). Overall, students in both groups showed significant improvement in anxiety, confidence, and motivation by the end as compared to the beginning of the course. However, when asked if a student can see themselves becoming a scientist, both groups mean responses was neutral (2.89, n=31 for in-person; 3.16, n=52 for online). This study showed that virtual lab simulations, although they could be viewed as a Pandora’s Box, have the potential to be a valuable tool for students in microbiology lab. For students, the cost of virtual simulations is less than a hands-on microbiology home kit, not to mention the safer route biologically. However, practicality of simulations could be hampered by limitations in computer and Internet access. In addition, this study only tested lab concepts and did not test lab skills. Universities and colleges will continue to evaluate virtual labs and assess their strengths and weakness well beyond this Pandemic.



Fig. 1. Correct Answer (%) from pre/post-tests for students in-person (n=31) and online (n=88) courses that were assigned virtual lab simulations as part of the course assignments. Note: bar graph represents average and SEM; *, p <0.0001 comparing pre/post-tests within each treatment.