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

总统科学技术顾问委员会（PCAST）指出，大学的前两年对于STEM领域的学生招聘和留住最关键，并主张广泛采用经验验证的做法来解决这些问题。令人担忧的是，医学领域已经并将继续迅速发展，而物理教育没有跟上这些变化的步伐。生命科学物理学入门课程已经过时，医学预科教育被认为既不连贯，也没有良好的结构。目前，强调临床和生物医学研究设备基础的关键物理概念的本科医学物理课程的研究验证教材很少。人们普遍认为，当前课程中的科学内容需要修订，以提高对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。这个项目很及时，很好地补充了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。NEXUS项目（国家本科科学教育实验）是一个由HHMI资助的为期四年的项目，四所大学将共同创建一个将生物学与物理、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，有一篇名为“生物学背景下的物理学”的会议，其中包括对“探索生物学和物理学交叉的三个机会”的总结：《研究与教育》，以及2014年3月由美国国家科学基金会资助的AAPT生命科学物理学入门会议（IPLS）的一份报告，该会议提出了许多与IPLS课程相关的主题建议，包括用基于研究的教学策略加强IPLS课程。2014年戈登物理研究与教育会议的主题是“生物学与物理学的复杂交集”。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州立大学的项目团队将在这个为期3年的项目中，开发研究验证的多媒体材料，用于生命科学入门物理课程（IPLS），面向生命科学专业和健康预科学生。将开发10个关于物理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。本课程将特别关注开发材料，帮助物理教师学习不熟悉的生物医学主题。由物理教育研究确定的替代方法将被用来产生更好的学习成果，包括：翻转课堂教学、同伴领导团队学习和互动讲座演示。建议的课程将包括这些创新，并提供一种旨在对学生以后的职业生涯有用的物理方法。这个项目的一个关键研究组成部分将是评估材料的有效性。将完成广泛的形成性和总结性评估，以衡量课堂评估工具对学生学习的影响。形成性评估将通过对学生学习的频繁和持续的监测来提供信息，并为学生的表现提供快速反馈。在线免费讲座问题将被设计为形成性评估，为讲师提供关于学生对专家视频的生物医学和物理内容理解的反馈。课程评估包括几项主要活动，包括使用智能物理框架（spF）分析日志数据、对单个模块和完整的医学物理课程进行知识前后测试、学生自我反思作业、课堂观察和下课采访录像。使用科罗拉多科学学习态度调查（CLASS）、学生调查和录像焦点小组访谈来调查教学对所有普通物理入门课程和医学物理态度的影响。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。两个有意的反馈循环提供有关课程材料的数据将被构建到项目中。首先是由顾问委员会成员对课程模块进行专家评审。第二个将是为项目构建和开发的评估活动套件。评估者将利用知识信息，包括前后测试、日志数据、记忆、矩阵和会议纪要来评估学生如何跟踪课程目标，以及需要改进的领域。每一个反馈循环都需要监测反馈的及时性和质量。评估人员将与项目领导合作，根据形成性评估结果，根据需要改进反馈机制和项目计划的其他方面。评估材料是一个关键产品，将与教学材料一起与教育界共享。

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 Introductory physics for the life sciences (IPLS) courses are outdated and pre-medical education is perceived to be neither coherent nor well-structured.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.