Introduction. The rapid development of information and communication technologies brings constant changes to education, science and other sectors in the society. The term “STEM education” refers to teaching and learning in the fields of Science, Technology, Engineering, and Mathematics; typically including educational activities across all grade levels, from pre-school to post-doctorate, and in both formal and informal classroom settings [1]. STEM education has become increasingly important in modern medical education. STEM education provides medical students an opportunity to develop increasingly important skills, such as complex problem-solving, communication, and collaboration. The integration of STEM education into the study of molecular biology enhances the analytical, technological, and problem-solving skills of medical students, preparing them for the challenges of contemporary medical practice, providing a comprehensive understanding of complex biological systems.
Problem Statement. In the context of the modern development of medical education, the necessity for innovative approaches to improve the quality of training for future medical professionals is increasing. One of the effective tools that can contribute to this process is the integration of STEM methods into educational courses. The application of STEM approaches is especially important in teaching fundamental disciplines such as molecular biology, which is the basis for understanding the complex biological processes and mechanisms underlying medical sciences. The aim of the research is to study the specific features of implementing STEM approaches in teaching the "Molecular Biology" course to students in higher medical education, as well as to evaluate their impact on the quality and level of student training. The research involves analyzing the current state of teaching molecular biology in the context of medical education, as well as determining the main principles and components of STEM education that can be applied in teaching molecular biology.
The main part. An analysis of the current state of teaching molecular biology at the O.O. Bogomolets National Medical University indicates that the lecture format incorporates interactive methods to enhance the quality perception of theoretical material. During practical classes, higher medical education students study specific aspects of molecular processes, discuss recent scientific research relevant to the lesson topic, and perform practical tasks aimed at developing molecular biology techniques skills. General motivation, active participation, development of critical thinking, and scientific communication skills among students contribute to enhancing the effectiveness of the educational process. Thus, we can note that traditional methods of teaching molecular biology supplemented by STEM approaches have their advantages, but there is also considerable room for improvement. The implementation of STEM can significantly enhance the quality of medical education, making it interactive, interdisciplinary, and focused on developing creative and critical thinking skills among students.
Despite the mentioned advantages, the implementation of STEM in the educational process of higher medical education institutions faces certain pedagogical challenges:
1. Lack of defined methodology:
- there is no unified approach to the use of STEM education.
On the one hand, this aspect has a certain advantage as it allows for the selection of effective STEM methods and tools that are best adapted to a specific educational discipline and depend on the objectives and available educational resources. On the other hand, it complicates the implementation process of STEM for educators (development and selection of content, methods, techniques, creation of case studies).
2. The need for additional resources:
- STEM often requires the use of innovative technologies, software, etc., which may be inaccessible to higher medical education institutions.
- readiness of academic staff for the use and implementation of STEM. It is evident that effective use of STEM requires possessing the appropriate knowledge and skills, which necessitates additional self-preparation and professional development.
3. Assessing STEM outcomes:
- in this case, traditional methods of assessing knowledge and skills may not always be suitable for evaluating STEM outcomes. Assessing STEM learning outcomes effectively involves using tools like portfolios, self-assessment, peer-assessment, and reflections.
However, despite the mentioned challenges, integrating STEM into the teaching of molecular biology at the Department of Medical Biochemistry and Molecular Biology of the O.O. Bogomolets National Medical University is becoming increasingly relevant [2]. In the context of molecular biology, this approach facilitates the mastery of complex molecular mechanisms, ensures efficiency, practical orientation, and prepares higher medical education students for future professional activities in the healthcare field. Among the advantages of using STEM in teaching molecular biology, one can highlight increased interest and motivation among higher medical education students to master the discipline. STEM approaches facilitate students' understanding of abstract processes. Additionally, STEM tasks require students to possess skills in analyzing information, generating creative solutions, and collaborating effectively within a team. Since modern medicine relies on technological advancements, it is crucial that future doctors possess the knowledge and skills necessary to work with such tools. Therefore, the STEM approach in higher medical education enables students to develop the necessary skills and prepares them to work in the dynamic healthcare environment.
Examples of using STEM in teaching molecular biology include the outcomes of individual projects completed by higher medical education students. "The requirements for work at this level include determining relevance, which involves familiarizing students with the research issue in the context of contemporary advancements in molecular biology, defining the research direction, focusing on the analysis of current studies, interpreting results, and assessing the significance of contributions to the respective scientific field." [3]. As we can see, for the effective completion of such STEM tasks, students need skills in searching, selecting, analyzing and synthesizing information. Creating diagrams and models of molecular processes helps to better explain and understand complex scientific ideas. The completion of individual independent STEM projects by students contributes to the development of critical and clinical thinking skills, which are crucial competencies for their future professional activities.
Presenting the results of STEM projects by students during practical classes, in scientific club meetings, and at conferences allows them to share their research findings and stimulates their interest in interactive teaching methods. Participation in scientific club meetings and conferences provides students with the opportunity to familiarize themselves with the research of other participants, exchange experiences and ideas, as well as establish new contacts in their fields of interest. During the presentation of STEM projects, participants actively engage in discussing relevant issues, asking questions, expressing their own thoughts, and providing comments. This helps presenters understand the strengths and weaknesses of their work and improve it. This contributes to the development of communication skills among higher medical education students, fostering confidence and the ability to articulate thoughts clearly and effectively.
Therefore, presenting the results of STEM projects at club meetings and conferences is an important element of the academic educational process in teaching molecular biology. It contributes to the development and popularization of scientific activity among higher education students.
Conclusions. Summarizing the experience of using STEM in teaching molecular biology indicates that this approach is becoming increasingly relevant. It enhances the motivation and interest of higher medical education students in scientific research; provides the opportunity to understand complex concepts of molecular processes; develop critical and clinical thinking skills; gain skills in analyzing and interpreting information, generating creative ideas. Therefore, embracing STEM elements in the molecular biology curriculum is essential for developing competent, innovative, and technologically adept medical professionals who can contribute to the advancement of healthcare.
References:
1. Bulut A.F., Ergun, M. Evaluation of Teacher Candidates’ Metaphorical Perceptions Regarding STEM Education Concepts. Journal of STEAM Education, 2024, 7(1), 39-54. https://doi.org/10.55290/steam.1382742
2. Perignat Elaine; Katz-Buonincontro Jen. STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, Publisher: Elsevier,2019. https://doi.org/10.1016/j.tsc.2018.10.002
3. Yanytska, L. V., Mykhailova, A. H., Posternak, N. O. The use of digital technologies in studying molecular biology by higher medical education students. World of Scientific Research. Issue 28: Proceedings of the International Multidisciplinary Scientific Internet Conference (Ternopil, Ukraine, Opole, Poland, March 21-22, 2024). WSZIA in Opole. 2024. р. 61-63.
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