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1.
Journal of Cardiovascular Disease Research ; 12(6):1146-1153, 2021.
Article in English | EMBASE | ID: covidwho-1884959

ABSTRACT

Background:Today the whole world is facing the outbreak of Covid-19 disease. People were forced to remain imprisoned in their home, be it a service class, farmer, businessman or student. Due to Covid-19 Pandemic era, schools and colleges are closed. Every student is feeling stressed and waiting for permanent treatment of this disease so that the conditionsbecomes suitable and the studies shall begins in normal pace again. This study is aimed to assess the perceived stress among medical under graduate students and their methodstocopeup this stress in their own way. Materials and Methods: This cross-sectional observational online study was done in august 2020. Participants were MBBS undergraduate Students, whose perceived stress and coping strategies related to Covid-19 era, were assessed using an online questionnaire(Cohen's PSS 10 scale) through Google forms. Total PSS Score was categorised into three parts as low, moderate and high. Coping measures were categorised separately according to their responses. Results: A total of 145 students took part in study. Mean±SD of total perceived stress score was found to be 21.703± 6.564, for male 20.61 and for female 23.21. Stress level was found more in females as compared to male participants. They used different typesof measures for coping out the perceived stress due to covid-19conditions. P-value of correlation of PSS with coping and lifestyle pattern was found to be 0 .440 and 0.011 respectively. Conclusion:This study indicates that,in all 71.03 % medical students were in moderate level of perceived stress, where 42.07% were males and 28.96% were females. They opted various measures to cope up the stress which leads to change in their lifestyle pattern. Mostly, students reported sleep cycle disturbancewhich further increased their stress level. Hence there is amuch needed demand of current time to take immediate action to reduce stress level in medical students.

2.
Journal of Microbiology & Biology Education ; : 8, 2022.
Article in English | English Web of Science | ID: covidwho-1883266

ABSTRACT

During the COVID-19 pandemic, universities across the globe quickly shifted to online education. Laboratory courses faced unique challenges and were forced to reevaluate learning objectives and identify creative projects to engage students online. This study describes a newly developed online immunology laboratory curriculum focused on vaccine development. The course incorporated learning objectives to teach the scientific process, key experimental design components, and immunology techniques to evaluate vaccine efficacy. The curriculum, a course-based undergraduate research experience (CURE), asked students to engage in the research literature, propose a vaccine design and assessment, and interpret mock results. Instructor evaluation of student work as well as student self-evaluations demonstrated that students met the curriculum's learning objectives. Additionally, results from the laboratory course assessment survey (LCAS) indicate that this curriculum incorporated the CURE elements of collaboration, discovery and relevance, and iteration.

3.
Journal of Chemical Education ; 99(5):1877-1889, 2022.
Article in English | English Web of Science | ID: covidwho-1882734

ABSTRACT

Chemistry laboratory experiments are invaluable tostudents'acquisition of necessary synthetic, analytical, andinstrumental skills during their undergraduate studies. However,the COVID-19 pandemic rendered face-to-face (f2f), in-personteaching laboratory experiences impossible from late 2019-2020and forced educators to rapidly develop new solutions to deliverchemistry laboratory education remotely. Unfortunately, achievinglearning and teaching objectives to the same caliber of in-personexperiments is very difficult through distance learning. Toovercome these hurdles, educators have generated many virtual and remote learning options for not only foundational chemistrycourses but also laboratory experiments. Although the pandemic challenged high-level chemistry education, it has also created anopportunity for both students and educators to be more cognizant of virtual learning opportunities and their potential benefits withinchemistry curriculum. Irrespective of COVID-19, virtual learning techniques, especially virtual lab experiments, can complement f2flaboratories and offer a cost-efficient, safe, and environmentally sustainable alternative to their in-person counterparts.Implementation of virtual and distance learning techniques???including kitchen chemistry and at-home laboratories, prerecordedvideos, live-stream video conferencing, digital lab environment, virtual and augmented reality, and others???can provide a wide-ranging venue to teach chemistry laboratories effectively and encourage diversity and inclusivity in thefield. Despite their relevanceto real-world applications and potential to expand upon fundamental chemical principles, polymer lab experiments areunderrepresented in the virtual platform. Polymer chemistry education can help prepare students for industrial and academicpositions. The impacts of polymers in our daily life can also promote students'interests in science and scientific research. Hence, thetranslation of polymer lab experiments into virtual settings improves the accessibility of polymer chemistry education. Herein, weassess polymer experiments in the emergence of virtual learning environments and provide suggestions for further incorporation ofeffective polymer teaching and learning techniques into virtual settings

4.
Journal of Chemical Education ; 99(5):2079-2085, 2022.
Article in English | English Web of Science | ID: covidwho-1882728

ABSTRACT

In the past few decades, chemistry has evolved to interact withvarious disciplines to synergistically help tackle global challenges. This, in turn,requires that newer generations of chemistry students are trained to be moreflexible in accepting and coordinating new concepts. In this experiment, pineapplewas used as a key model to allow for the incorporation of multiple importantconcepts into the laboratory. Using carotenoid separation as a main goal, columnchromatography, UV-vis spectroscopy, thin-layer chromatography, high-perform-ance liquid chromatography, mass spectrometry, and principal component analysiscan be included in a cohesive laboratory experiment. On the other hand, theseactivities were also designed to be modular, thus allowing instructors to add,remove, or modify the contents in a highly customizable manner. This makes ithighly versatile and amenable to uncertain situations like unexpected universityclosure due to COVID-19 related lockdown. Overall, this laboratory experimentserves as a practical example of how chemistry can help solve real-world problems while also allowing highflexibility in teaching management

5.
Journal International Medical Sciences Academy ; 35(1):62-66, 2022.
Article in English | EMBASE | ID: covidwho-1880921

ABSTRACT

Introduction: In order to halt the progression of COVID-19, governments of many countries including India implemented national lockdown. In view of the sudden closure of educational institutions, remote teaching was implemented with the help of online learning or E-learning. Thus, the aim of the study was assessing the attitudes and perceptions of MBBS students regarding the effectiveness of e-learning and the impact of COVID-19 on the student’s mental wellbeing and learning. Methods: The survey instrument was a self-administered questionnaire consisting of 17 close ended questions and 3 open ended question. It has 3 sociodemographic questions, 13 questions assessing their attitudes and perceptions regarding the effectiveness of e-learning and 4 questions investigating the impact of COVID-19 on the student’s mental wellbeing and learning. The data obtained was analyzed using SPSS (version 20). Results: A total of 404 undergraduate students studying in FMHS, SGT University, Gurugram participated in the survey. A major part of the students (57.1%) was using their Mobile phones for e-learning followed by 24.6% using their Personal computer or Laptop, 12% were using combination of these devices and 6.3% using tablets. Due to inconsistent internet connection, most of the students (71.5%) were facing challenges. 64.9% of the respondents faced distraction during the class such as lack of audio clarity, internet connection problems, lack of environment, concentration issues, notifications and social media, student teacher interactions, practical aspect not covered and lack of physical interaction with the teacher. The continuous screen time posed a major problem for students who suffered from strain in the eyes (58.3%), headache (18.7%), neck pain (8.8%), back pain (6.3%) or all of the above problems (7.7%). Thus, 84.1% of the undergraduate students preferred conventional Classroom learning to e-learning. Conclusions: Implementation of strict social distancing and lockdown in COVID-19 era, has mandated the pedagogy of remote learning which remains the only viable option for teaching and learning in these difficult times. The students should be advised to follow good ergonomic practices to maintain their ocular health and should be motivated to enhance their mental well-being and learning amid COVID-19 pandemic.

6.
Clin Anat ; 2022 Jun 03.
Article in English | MEDLINE | ID: covidwho-1877563

ABSTRACT

Successive waves of the coronavirus (COVID-19) pandemic lockdowns resulted in significant reduction in face-to-face teaching, with an adverse effect especially on sectors requiring direct skill acquisition. Despite the fact that augmented reality (AR) presents an equitable, cost-effective solution which reduces crowding in the confined spaces of the dissection theater, the benefits of AR-supported undergraduate medical education have been poorly investigated. We conducted a validated survey to explore the value of AR in the dissection theater and assess its impact from the learner's perspective. Further to a validated pilot (n = 30), a larger scale study (n = 130) was conducted to assess the introduction of AR across three different learning domains: retaining anatomy detail, perception of spatial anatomical relations, and speed of learning. A response rate of 85.4% was reported. Our results suggest that the use of AR technology leads to a significant enhancement of spatial relations, faster detailed material assimilation and assistance in understanding of key concepts. In addition, most participants opt to recommend AR as a valuable tool in the learning process. In view of the proposed added value of AR technology in various teaching aspects, we recommend that AR should be introduced as a standard practice in both pre- and postgraduate medical curricula and suggest further research regarding the use of this technology.

7.
Journal of Communicable Diseases ; 2022:143-149, 2022.
Article in English | Scopus | ID: covidwho-1876404

ABSTRACT

Background: COVID-19 pandemic has adversely affected the mental health of medical students due to the lockdown of colleges and educational institutions that had imposed a feeling of uncertainty and insecurity in students. Objectives: The present study aims todetermine the prevalence of stress among medical undergraduate students and its association with sleep and studies during the COVID-19 pandemic. Method: Perceived stress and sleep quality during COVID-19 pandemic was assessed among 446 undergraduate medical students using Perceived Stress Scale (PSS) and Pittsburgh Sleep Quality Index (PSQI) tools. An online questionnaire containing questions retrieved from PSS and PSQI tools was prepared in Google Forms and was shared by e-mail to the students. The students were classified into three categories based on PSS total scores and compared for differences in sleep quality and learning difficulties. Results: The mean score of PSS was 13.38 ± 6.87. 252 (56.5%) had low perceived stress, 146 (32.7%) had moderate and 48 (10.8%) had high perceived stress. First year and final year medical students perceived more stress when compared with others. Among the 446 study participants, 34 (7.6%) reported poor sleep quality and it was significantly associated with the presence of stress (pvalue<0.001). 215 (48.2%) students had difficulty in concentrating on their studies. Conclusion: The COVID-19 pandemic has resulted in perceived stress among medical undergraduate students of which most of them had moderate perceived stress which warrants immediate action. Copyright (c) 2022: Author(s).

8.
BMC Med Educ ; 22(1): 423, 2022 Jun 02.
Article in English | MEDLINE | ID: covidwho-1875007

ABSTRACT

PURPOSE: The disruption of undergraduate medical education (UME) by the COVID-19 pandemic has sparked rapid, real-time adjustments by medical educators and students. While much is known about online teaching in general, little guidance is available to medical educators on how to adapt courses not originally designed for the online environment. To guide our faculty in this transition we conducted a needs assessment of students enrolled in virtual courses across all 4 years of UME training. METHODS: Using a mixed-methods approach, we conducted a single-institution virtual learning needs assessment in May and June of 2020. We developed and disseminated a survey to assess student experiences with virtual learning. We conducted quantitative and qualitative analysis of responses (n = 255 or 39%) to identify emergent themes. RESULTS: We identified six interdependent themes that need to be met for medical students to fully reach their learning potential: access to stable internet and quiet study spaces, flexible course design with asynchronous, self-paced components, clear expectations for engagement with content and each other, a sense of connectedness with faculty and peers, synchronous classes that maximize interactivity, and assessments that foster a sense of learning over performance. Interpersonal relationships with faculty and peers affected students' sense of learning more than any other factor. CONCLUSIONS: Based on our findings we propose a hierarchy of needs for virtual learning that provides guidance on adapting existing medical school courses to the remote setting and overcoming common challenges. We highlight opportunities for how virtual elements may enrich in-person courses going forward, including in the clinical setting. Although the solutions required to meet the threshold of need at each level may differ based on the context, attending to these same fundamental needs can be extrapolated and applied to learners across a range of environments beyond the virtual.


Subject(s)
COVID-19 , Education, Medical, Undergraduate , Students, Medical , COVID-19/epidemiology , Humans , Pandemics , Surveys and Questionnaires
9.
25th IEEE International Conference on Computer Supported Cooperative Work in Design, CSCWD 2022 ; : 1498-1503, 2022.
Article in English | Scopus | ID: covidwho-1874157

ABSTRACT

In this paper, we report on the design and development of a collaborative application for mobile devices, built by elementary and undergraduate students, whose goal was to help comply with Covid-19 protocols on the occasion of the resumption of face-to-face classes in schools in the city of Macaé, in Rio de Janeiro. Collective intelligence guided both the problem-solving activity (application construction) and collective inspection by students (application use) of the actions needed to prevent the spread of the Covid-19 virus. © 2022 IEEE.

10.
Journal of Medical Internet Research ; 2022.
Article in English | ProQuest Central | ID: covidwho-1871841

ABSTRACT

Background: Prompt and proficient basic life support (BLS) maneuvers are essential to increasing the odds of survival after out-of-hospital cardiac arrest. However, significant time can elapse before the arrival of professional rescuers. To decrease these delays, many countries have developed first responder networks. These networks are composed of BLS-certified lay or professional rescuers who can be dispatched by emergency medical communication centers to take care of those who experience out-of-hospital cardiac arrest. Many systems are, however, limited by a relatively low number of active first responders, and first-year medical and dental students may represent an almost untapped pool of potential rescuers. On top of providing an enhanced BLS coverage to the population, this could also help medical students be better prepared to their future role as certified health care providers and address societal expectations regarding health care students. Objective: Our objective was to describe the impact of a short motivational intervention followed by a blended BLS course (e-learning and practice session) designed to motivate first-year medical and dental students to enlist as first responders. Methods: A short, web-based, motivational intervention presenting this project took place, and first-year University of Geneva, Faculty of Medicine students were provided with a link to the study platform. Those who agreed to participate were redirected to a demographic questionnaire before registering on the platform. The participants were then asked to answer a second questionnaire designed to determine their baseline knowledge prior to following an interactive e-learning module. Upon completion, a web-based booking form enabling them to register for a 1-hour practice session was displayed. These sessions were held by senior medical students who had been trained and certified as BLS instructors. The participants who attended these practice sessions were asked to answer a postcourse questionnaire before receiving the certificate enabling them to register as first responders. Results: Out of the 529 first-year students registered at University of Geneva, Faculty of Medicine on January 14, 2021, 190 (35.9%) initially agreed to participate. Moreover, 102 (19.3%) attended the practice sessions, and 48 (9.1%) had completed all training and enlisted as first responders on the dedicated platform, Save a Life, at 6 months (July 14, 2021). Postcourse confidence in resuscitation skills was associated with a higher likelihood of registering as first responder (P=.03). No association was found between prior BLS knowledge and the probability of registering to a practice session (P=.59), of obtaining a course completion certificate (P=.29), or of enlisting as first responder (P=.56). Conclusions: This study shows that a motivational intervention associated with a short BLS course can convince medical students to enlist as first responders. Further studies are needed to understand the rather low proportion of medical students finally registering as first responders. International Registered Report Identifier (IRRID): RR2-10.2196/24664

11.
Int J Environ Res Public Health ; 19(11)2022 May 27.
Article in English | MEDLINE | ID: covidwho-1869589

ABSTRACT

Undergraduate research is a high-impact practice on college campuses. How the COVID-19 pandemic has affected undergraduate researchers' progress is poorly understood. We examine how demographics, academic characteristics, research disruptions and faculty mentorship are associated with four barriers to research progress. Data are drawn from a survey of over 1000 undergraduate student researchers across the US. We examine students who actively continued to conduct faculty-mentored research during mid-March/April 2020 (n = 485). Using generalized estimating equations that control clustering by institution, we found economic hardship, discomfort teleconferencing, lower quality mentors, sexual minority status and higher grade point averages were associated with motivation problems. Economic hardship, serious illness, Internet connection issues, a lack of face-to-face meetings and lower a frequency of mentor-mentee communication were associated with a time crunch with regard to conducting research. Discomfort teleconferencing, Internet connection issues, a lack of face-to-face meetings and decrease in research workload were associated with task uncertainty. Economic hardship, serious illness and being an engineering major were associated with lacking needed tools for the research. In sum, economic hardship was an important correlate of research barriers, as were communication challenges and sexual minority status. Results can inform practical actions by research program directors and faculty undergraduate research mentors.


Subject(s)
COVID-19 , COVID-19/epidemiology , Humans , Mentors , Pandemics , Students , Universities
12.
Anales de la Facultad de Medicina ; 83(1):6-11, 2022.
Article in Spanish | EMBASE | ID: covidwho-1870160

ABSTRACT

Introduction. On March 5 2020, the first case of COVID-19 was reported and on March 16, order of quarantine was issued which resulted in interruption of academic activities. Objective. Determine the seroprevalence and risk factors associated to SARS-CoV-2 infection in undergraduate students of the school of medicine in a public university. Methods. Descriptive cross-sectional study by means of a serology survey to a representative sample of the population of undergraduate students of a health sciences school using a rapid test to detect antibodies IgG, IGM or both in a total blood sample by digital punction. Results. On August 2021, 24,92% (IC95% 18,2-33,0) of students of health sciences tested positive for antibodies anti SARS-CoV-2, 21,2% for IgG, 2,3% for IGM and 0,8% for both;75,08% (IC95% 66,9-82,0) tested negative antibodies. Conclusions. The seroprevalence in students was not different from the seroprevalence in general population. Therefore, in order to restart presential academic activities this population must be vaccinated and other nonpharmacological requirements should be accomplished for prevention and control of the pandemics such as natural ventilation of classrooms, use of personal protection equipment – masks, hand washing and keeping physical distancing.

13.
Frontiers in Environmental Science ; 10:13, 2022.
Article in English | Web of Science | ID: covidwho-1869373

ABSTRACT

Like many other university teachers, we were faced with an unprecedented situation in spring 2020, when we had to cancel on-site teaching and excursions due to the Covid-19 pandemic. However, we were in the fortunate position that we had already started to develop a smartphone-based self-guided excursion on the topic of "Water in the City". We accelerated this development and used it to replace the traditional group excursion in our Bachelor level introductory course in Hydrology and Climatology. The excursion of this course is visited by around 150 students each year. Because the student feedback was overall very positive, we used the self-guided excursion again in 2021 and plan to continue to use it in the coming years. In this paper, we describe the excursion, discuss the experiences of the students and ourselves, and present recommendations and ideas that could be useful for similar excursions at other universities.

14.
Frontiers in Education ; 7:16, 2022.
Article in English | Web of Science | ID: covidwho-1869359

ABSTRACT

The COVID-19 pandemic resulted in nearly all universities switching courses to online formats. We surveyed the online learning experience of undergraduate students (n = 187) at a large, public research institution in course structure, interpersonal interaction, and academic resources. Data was also collected from course evaluations. Students reported decreases in live lecture engagement and attendance, with 72 percent reporting that low engagement during lectures hurt their online learning experience. A majority of students reported that they struggled with staying connected to their peers and instructors and managing the pace of coursework. Students had positive impressions, however, of their instructional staff. Majorities of students felt more comfortable asking and answering questions in online classes, suggesting that there might be features of learning online to which students are receptive, and which may also benefit in-person classes.

15.
Journal of Chemical Education ; 99(4):1642-1650, 2022.
Article in English | Web of Science | ID: covidwho-1867994

ABSTRACT

A classroom based Problem Based Learning (PBL) activity was adapted to run as a remote activity during the COVID-19 pandemicusing an approach described as virtual Problem Based Learning (vPBL).vPBL is based on (i) identification of a suitable learning platform thatsupports collaborative working in a way that mimics the classroom basedactivity and provides additionalflexibility for teams to work together, and (ii)adaptation of the problem structure to provide additional time for students towork together and additional facilitated support where needed. Studentperformance and self-reported levels of transferrable skills development in thevPBL activity were as good as they were in the PBL version of the sameactivity. Furthermore, the transition to vPBL appears to have no negativeimpact on student learning and development. Although there was evidence tosuggest students in the vPBL cohort collaborate between sessions to a similarextent as their colleagues who learnt primarily through interactive online lectures, there was evidence of greater use of somecollaborative digital learning tools (audio and video chat and desktop and file sharing) in the vPBL cohort.

16.
Malta Medical Journal ; 34(1):04, 2022.
Article in English | EMBASE | ID: covidwho-1866046
17.
J Exerc Sci Fit ; 20(3): 263-268, 2022 Jul.
Article in English | MEDLINE | ID: covidwho-1867361

ABSTRACT

Background/objective: This study aimed to examine the associations between physical activity (PA), sedentary behavior, sleep and posttraumatic stress disorder (PTSD) among undergraduate students during the coronavirus disease 2019 (COVID-19) pandemic in China. Methods: A total of 3178 university students responded to an online questionnaire between December 2020 and January 2021. Participants self-reported the time they spent on PA, screen time and sleep after (over the past seven days) and during the outbreak peak (from January to March 2020). Their sleep quality was measured using the Chinese version of the Pittsburgh Sleep Quality Index. The Chinese version of the Posttraumatic Stress Disorder Checklist - Civilian Version was used to measure PTSD. Logistic regressions and generalized linear mixed models were conducted. Results: The final analysis included data from 2070 university students (20.2 ±â€¯1.3 years old, 37.0% males). The prevalence of PTSD was 7.1%. Better sleep quality both during and after the outbreak peak, and longer sleep duration after the outbreak peak were associated with a lower odds ratio of having PTSD and lower re-experiencing, avoidance and hyperarousal scores. Higher total PA levels during the outbreak peak were associated with a higher odds ratio of having PTSD and higher levels of re-experiencing and avoidance. Conclusion: Sleep quality and duration were negatively associated with PTSD among university students during the COVID-19 pandemic. The associations between PA, screen time and PTSD require further examination. Future interventions to enhance mental health could consider targeting university students' sleep hygiene.

18.
National Journal of Physiology, Pharmacy and Pharmacology ; 12(5):632-638, 2022.
Article in English | EMBASE | ID: covidwho-1863185

ABSTRACT

Background: The most common teaching method in medical institutes in India and throughout the globe is standard lesson-based teaching. E-learning is the use of internet technology to facilitate conscious learning and increase knowledge and competences, notably during the COVID-19 epidemic. Aim and Objectives: The aim of study was to develop a module for an interactive disease-based e-learning teaching session to impart knowledge to undergraduate medical students regarding the microbiological diagnostic techniques for enteric fever/the given organism with objectives of the study was (i) to investigate how Phase II MBBS students feel about e-learning;(ii) to evaluate the impact of this intervention on students;and (iii) to encourage application of this imparted knowledge and skill for rapid, precise, and early diagnosis of the disease. Material and Methods: The research was conducted at the department of microbiology. This was done for the session 2020–2021 of Phase II undergraduate students. All the second professional MBBS were enrolled in the study n = 229 and were better informed about the definition of e-learning. The course material was provided in the form of PowerPoint presentations, questionnaires, and text questions using Google Docs. Students provided feedback in the form of a semi-structured pre-validated set of questions at the conclusion of the week, and the collected data were quantitatively analyzed. There were both closed-ended and open-ended questions in the survey. Results: The results of the feedback questionnaire revealed that the program was of benefit to the students. Nearly 77% of students felt the new teaching and learning method enhanced their grasp of the courses and that the issues presented were important to them. Conclusion: The students responded in a positive way to the new teaching and learning method. It was informative, applicable, and effective to the students. It also increased the level of communication and feedback between teacher and students. To conclude, in the medical program, e-resources may be used to enhance conventional lesson-based instruction.

19.
SN Comput Sci ; 3(4): 288, 2022.
Article in English | MEDLINE | ID: covidwho-1857935

ABSTRACT

The global pandemic forced the closure of learning institutions and an abrupt switch from physical (face-to-face) learning to e-learning. The Academic Staff Union of University postulates that e-learning will not work during the period. This paper evaluates the attitude of engineering students in a Nigerian private university to e-learning during the period of national lockdown in Nigeria. A questionnaire was designed to collect students' attitudes about learning efficiency, quality, and associated cost. Ease or difficulty of the transition to e-learning, digital skills requirement, commitment to e-learning, digital skills improvement, and preferred test mode were studied. In addition, the relationship between gender and preferred test mode was examined. 73 students responded to the questionnaire. A significantly lower percentage (4%) of the engineering students prefer the e-learning method, while a more significant percentage (62%) of the respondents prefer blended learning. Gender has no significant relationship with the preferred learning mode of the students. Moreover, the students found the e-learning approach to be expensive. Finally, there is still much to be done by Nigerian educational stakeholders to improve the experience of e-learning in Nigeria.

20.
Journal of Biological Education (Routledge) ; : 1-15, 2022.
Article in English | Academic Search Complete | ID: covidwho-1860528

ABSTRACT

Photosynthesis is the predominant metabolic process for energy obtention in plants. Here we describe a case study where a set of anatomical, biochemical, and molecular characters are used to reconstruct the evolution of the C4 photosynthetic pathway, within the evolutionary framework provided by the genus Flaveria. Our main educational goal was to engage biology undergraduate students to solve a photosynthesis-related phylogenetic problem by stimulating them to assemble informative characters of diverse nature. This case study was successfully implemented as a seminar in a massive university introductory course, during the COVID19 lockdown. Using an online learning environment, most small groups achieved the Students Learning Outcomes, which were assessed through a questionnaire and an open-ended question. Individual performance was also evaluated through a specific exercise in the course’s midterm test. Finally, students were surveyed for their perception about the seminar through a poll. We concluded that this seminar could be easily adopted to promote the learning of complex and interdisciplinary content like the C4 photosynthetic pathway in undergraduate botanical education, even in a large online introductory course. [ FROM AUTHOR] Copyright of Journal of Biological Education (Routledge) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

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