PRETEST MICROBIOLOGY PDF

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2 Jenny Quintana This Test Booklet contains: an Entry test tests for each File, in A and B versions Traveller Pre-Intermediate - Key to Test Booklet Traveller. In this part of the article, you will be able to access brocapazbebuh.cf file of Microbiology PreTest Self-Assessment and Review 14th Edition PDF by using our direct links. brocapazbebuh.cf 11/14/01 PM Page i PRE TEST ® Microbiology TEST ® Microbiology PreTest® Self-Assessment and Review Tenth Edition Richard.


Pretest Microbiology Pdf

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Microbiology PreTest Self-Assessment and Review (14th Edition) - Ebook download as PDF File .pdf), Text File .txt) or read book online. Microbiology PreTest Self-Assessment and Review 14th Edition [PDF]. Microbiology PreTest Self-Assessment and Review 14th Edition [PDF]. Editorial Reviews. About the Author. Frank J. Lichtenberger, MD, PhD is a Fellow in download Microbiology PreTest Self-Assessment and Review 14/E: Read 6 Books Reviews - brocapazbebuh.cf

Here we provide a set of activities employing data sets acquired from the primary literature. Our objective was to have the students think critically about a real scenario in which serial dilution and plate count was used. Each activity requires students to read a paragraph describing the study, predict the results, perform the appropriate calculations, and then evaluate the results in light of their predictions.

After a lecture on how microbes are enumerated, students were given a different quiz. The class was then divided randomly into groups of three or four students and assigned one of the activities. A postactivity quiz was also administered.

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Standardized learning gains were calculated for the quiz administered after each learning activity. Even though learning gains were significantly higher after the lecture, there was also a significant improvement between the lecture and the activity.

Using an exercise based on an authentic set of data significantly improved student learning gains, and is a useful practice for teaching microbiology. Such activities have become increasingly popular in science classrooms, as instructors focus more on student learning than just on lecturing 4 , 7.

Higher-order thinking skills in science courses should require students to synthesize, analyze, and evaluate 1 , 2. For example, serial dilution and plate count problems can often be contrived and focus merely on calculations. One solution is to create activities using authentic data and scenarios derived from the primary literature. Authentic learning has been defined as activities that engage students in exploring and discussing real-world problems in ways that are relevant to them 3.

Carlson claims that there are three principles of authentic learning that can be employed for classroom activities 3. First, authentic learning is student-centered — meaning that students should be free to engage in discussions with other students, to ask questions, pose hypotheses, and evaluate data. Second, students need to learn actively by asking questions, discussing problems, and trying to reach a solution. Employing authentic activities is not new to instructors of microbiology.

Case studies in which students examine a patient history, diagnose the disease, and propose a treatment strategy, for example, is an authentic exercise. A case study involves a real-world problem and one that may have personal significance to the student. There can be discussion with other students, asking questions, and evaluation of data.

In inquiry-based laboratory courses where students develop their own hypotheses and experiments, authenticity is also obvious. Students can work with real samples, analyze the data, and develop appropriate conclusions.

Engaging students in authentic exercises allows students to make connections to their existing knowledge, develop relationships between procedures and practices, and to explore concepts in a new context 5. In the microbiology classroom, such authenticity may not be as easily achieved because the experimental aspect of the discipline is missing.

Additionally, the length of time often associated with authentic activities may seem prohibitive 6. Our objective was to create a set of brief activities with authentic datasets using data from the primary literature. In research articles, only the values from a serial dilution and plate count that are statistically relevant are reported.

Generally, this includes plates on which there are between 30 and colonies. In order to demonstrate that more than one dilution was included in the experiment, values that were not reported in the literature needed to be fabricated.

It is emphasized that fabricated data points used in our activities are instructive only to illustrate that additional plates were used and that they were and are not statistically meaningful.

The primary purpose of these activities was to have students employ higher-order thinking skills when considering enumeration of microorganisms by the plate count method. The activities may be used in classes with or without a laboratory component. Specifically, they may be used as a pre- or postlaboratory exercise.

Learning time Each activity is comprised of the following: An introduction describing the setting and experimental design. Questions requiring the students to form hypotheses. Data for computation and analysis. Follow-up questions for the evaluation of student hypotheses. Assuming prerequisite student knowledge see intended audience , each activity is designed to be completed within 20 minutes.

Prerequisite student knowledge Students should understand the scientific method, serial dilutions, colony-forming units, plate counts, and dilution factors before participating in the activity. Learning objectives At the completion of this activity, students should be able to: Read a descriptive paragraph and form hypotheses based on the information provided.

Calculate the standard plate count from a set of data.

Analyze and draw relevant conclusions from the data they calculated. Instructors will need the instructor version of the handouts, which includes an answer key. Student instructions The class is divided into small groups of 3 or 4 students and provided with one of the handouts see Appendices 1—4.

They are instructed to read the descriptive paragraph and form a hypothesis. For example, they might write a response to the following question: Of the kitchen or bathroom, where might you predict there will be more bacteria?

Next, they are instructed to determine the standard plate count for the dataset provided on their handout and to complete a results table. Open it and start learning what's on the test.

They covered the high-yield material of each subject and will help students better prepare for the Step 1 exam. I feel that I would have benefited from using it during my own Step 1 study time.

Enter your mobile number or email address below and we'll send you a link to download the free site App. Then you can start reading site books on your smartphone, tablet, or computer - no site device required.

To get the free app, enter your mobile phone number. Frank J. Lichtenberger taught MCAT review for The Princeton Review for 7 years and lectures on immunology for Falcon Physician Review 's live course; as a result he is uniquely attunded to student learning needs and is easily able to translate complicated immunologic concepts into understandable and memorable "chunks" for students.

Microbiology PreTest Self-Assessment and Review (14th Edition)

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Please try again later. Paperback Verified download. I have used Pre-test books to prep for my physiology and micro shelf exams and for the most part I think they do a pretty good job of hitting the big topics.

You will come across a few questions here and there though that are poorly written or just flat out wrong. The product came as expected no hassle at all.

site Edition Verified download. Good but questions are by microorganisms and not by systems. Good one.Tzanck smear e. Arena vi rus es : l ymphocyti c chori omeni ngi ti s vi rus ; vi rus es tha t ca us e hemorrha gi c fever La s s a vi rus , Ta ca ri be vi rus. Even though learning gains were significantly higher after the lecture, there was also a significant improvement between the lecture and the activity.

Type III: i mmune compl ex, s erum s i cknes s , Arthus rea cti on a nti bodya nti gen compl exes. Tra ns pepti da ti on 3. Pa ra i nfl uenza vi rus es : croup. Dengue fever shares the same mosquito vector as yellow fever. Ti nea s ca us e by derma tophytes ri ngworm T.