Collaborative Research: Multimedia modules for physics instruction in a flipped classroom course for pre-health and life science majors.

美国总统科学和技术顾问委员会(PCAST)指出，大学的头两年是招收和留住STEM领域学生的最关键的两年，并倡导广泛采用经过经验验证的做法来解决人们的担忧。令人担忧的是，医学领域已经并将继续快速发展，而物理教育并没有跟上这些变化。生命科学物理学入门(IPLS)课程已经过时，医学前教育被认为既不连贯也不合理。目前，几乎没有经过研究验证的教材可用于本科生医学物理课程，强调临床和生物医学研究设备背后的关键物理概念。人们普遍认为，当前课程中的科学内容需要修改，以改善未来医疗保健专业人员的相关科学能力、技能和学习习惯的教育。这一项目是对其他旨在创建和分享跨学科科学教学有效模式的国家努力的及时和良好的补充。NEXUS(国家本科科学教育实验)项目是由HHMI资助的一个为期四年的项目，四所大学将共同创建一门将生物学与物理、数学和化学联系起来的课程。在美国物理教师协会(AAPT)年会上举行的题为“生物学背景下的物理学”的会议包括“探索生物学与物理学交叉的三个机会：研究与教育”的总结，以及美国国家科学基金会2014年3月资助的AAPT生命科学入门物理会议的一份报告，该会议就与IPLS课程有关的许多主题提出了建议，包括通过研究型教学战略加强IPLS课程。2014年戈登的物理研究和教育研究会议的重点是“生物学和物理学的复杂交集”。为了应对这些挑战，来自波特兰州立大学、俄勒冈健康与科学大学和北达科他州立大学的项目组将在这个为期3年的项目中，为生命科学入门物理(IPLS)课程开发经过研究验证的多媒体材料，提供给生命科学专业的学生和健康预科学生。将开发十个关于物理学生物医学应用的多媒体模块。这些模块将演示医生和生物医学研究人员如何将基本物理概念整合到他们在专业中使用的当前医疗技术中。将特别注意开发能够帮助物理教师学习不熟悉的生物医学主题的材料。将利用物理教育研究确定的替代方法来带来更好的学习结果，包括：翻转课堂教学、同伴领导小组学习和互动讲座演示。拟议的课程将包括这些创新，并提供一种旨在帮助学生在以后的职业生涯中使用的物理方法。该项目的一个关键研究部分将是对材料有效性的评估。将完成广泛的形成性和终结性评估，以使用课堂评估工具衡量对学生学习的影响。形成性评估将通过对学生学习的频繁和持续的监测来实现，向学生提供关于他们表现的快速反馈。在线免费授课问题将被设计为形成性评估，以反馈教师对学生对专家视频中生物医学和物理内容的理解。课程评估涉及几项主要活动，包括使用SMART物理框架(SPF)分析日志数据、个别模块的知识后测试和完整的医学物理课程、学生的自我反思作业、课堂观察和录像的离职面谈。将使用科罗拉多州关于科学的学习态度调查(CLASS)、学生调查和录像焦点小组访谈来调查所有普通物理入门课程和医学物理课程中教学对态度的影响。每次实施后对材料的修订将确保资助结束时的有效性和经过研究验证的内容。两个提供课程材料数据的有意反馈循环将被构建到该项目中。首先是由咨询委员会成员对课程单元进行专家审查。第二个将是为该项目构建和开发的一套评估活动。评估者将利用来自知识后测试、日志数据、记忆、矩阵和会议记录的信息来评估学生如何跟踪课程目标以及哪些方面需要改进。每个反馈循环都需要对反馈的及时性和质量进行监测。评估员将与项目领导合作，根据需要改进反馈机制和项目计划的其他方面，以回应形成的评估结果。评估材料是一项关键产品，将与教育界共享教学材料。

The President's Council of Advisors on Science and Technology (PCAST) points out that the first two years in college are the most critical for recruitment and retention of students in STEM fields and advocates widespread adoption of empirically validated practices to address concerns. A concern is that the medical field has and continues to evolve rapidly and physics education has not kept abreast of these changes. Introductory physics for the life sciences (IPLS) courses are outdated and pre-medical education is perceived to be neither coherent nor well-structured. There is currently little research-validated teaching material available for undergraduate medical physics courses emphasizing the key physics concepts underlying clinical and biomedical research equipment. There is general agreement that the science content in the current curriculum needs revision in order to improve the education of future healthcare professionals on relevant science competencies, skills, and learning habits. This project is timely and nicely complements other national efforts designed to create and share effective models for teaching interdisciplinary science. Project NEXUS (National Experiment in Undergraduate Science Education) a four year project, funded by HHMI in which four universities together will create a curriculum that connects biology with physics, mathematics and chemistry. A session at the American Association of Physics Teachers (AAPT)Annual Meeting entitled "Physics in a Biological Context" included a summary of "Three Opportunities to Explore the Intersection of Biology and Physics: Research and Education" together with a report from an NSF funded March 2014 AAPT Conference on Introductory Physics for the Life Sciences(IPLS), which resulted in recommendations on many topics related to IPLS courses including enhancing IPLS courses with research-based instructional strategies. A 2014 Gordon Research Conference on Physics Research and Education was focused on "The Complex Intersection of Biology and Physics." In response to these challenges,the project team from Portland State University,the Oregon Health and Science University and North Dakota State University will in this 3-year project,develop research-validated multimedia materials for introductory physics for life sciences (IPLS) courses to be offered to life science majors and pre-health students. Ten multimedia modules on the biomedical applications of physics will be developed. These modules will demonstrates how physicians and biomedical researchers integrate fundamental physics concepts into the current medical technologies they utilize in their profession. Special attention will be paid to developing materials that can assist physics instructors in learning unfamiliar biomedical topics. Alternative approaches identified by physics education research will be utilized to lead to better learning outcomes, including: flipped classroom instruction, peer lead team learning and interactive lecture demonstrations. The proposed course will include these innovations and provide an approach to physics that is designed to be useful to students in their later careers. A pivotal research component of this project will be the assessment of the effectiveness of the material. Extensive formative and summative assessment will be completed to measure impacts on student learning with in-class assessment tools. Formative assessment will be informed by the frequent and ongoing monitoring of student learning that provides rapid feedback to students on their performance. Online free lecture questions will be designed as formative assessments to provide feedback for the instructor about their students' understanding of biomedical and physics content of the expert videos. The course assessment involves several main activities that include the analysis of log data using the smartPhysics Framework (spF), pre-post-knowledge tests of individual modules and the complete Physics in Medicine course, a self-reflection assignment for students, classroom observations and videotaped exit interviews. The effect of instruction on attitudes in all introductory general physics courses and Physics in Medicine will be investigated using the Colorado Learning Attitudes about Science Survey (CLASS), student surveys and videotaped focus group interviews. Revisions to materials after each implementation will ensure effectiveness and research-validated content at the end of the funding. Two intentional feedback loops providing data about the course materials will be built into the project. The first will be an expert review of the course modules by advisory board members. The second will be the suite of assessment activities built into and being developed for the project. The evaluator will utilize information from the knowledge pre-post tests, log data, memory, matrices, and minute papers to evaluate how students are tracking on course objectives and what areas of improvement are necessary. Each of these feedback loops will require monitoring of both timeliness and quality of feedback. The evaluator will work with the project leadership to improve feedback mechanisms and other aspects of the project plan as needed, in response to formative evaluation findings. Assessment materials are a key product and will be shared together with instructional materials with the education community.