Results
- Showing results for:
- Reset all filters
Search results
-
Journal articlePrusmetikul S, Radzikowski J, Chacon Gonzalez CS, et al., 2025,
Enhancing skill development in the medical kitchen: an in-depth exploration through the experiences of undergraduate medical students
, BMC Medical Education, Vol: 25, ISSN: 1472-6920BackgroundThe Medical Kitchen course was developed to facilitate the transition of second-year medical students from theoretical learning to clinical placements by integrating practical skill training within a transdisciplinary approach. This study explored two research questions: how students perceived their technical and nontechnical skill development during the course, and which course features could be optimized to better support this development.MethodsThirteen medical students who attended the course participated in three focus group discussions. Transcripts were analyzed using thematic analysis to identify themes and sub-themes related to skill development.ResultsSix sub-themes emerged from the analysis, categorized under two main themes: technical and nontechnical skill development. Participants reported that the course significantly enhanced their technical skills, particularly in suturing, through hands-on activities and a supportive learning environment. They highlighted the importance of continuous practice to achieve proficiency. The group setting facilitated collaborative learning and recognition of diverse learning styles. Additionally, the course helped students recognize the significance of nontechnical skills, which they had previously overlooked, emphasizing their relevance for future clinical practice. While participants expressed a desire for more explicit instruction and structured opportunities to develop both technical and nontechnical skills, they recognized the value of these competencies and their impact on future professional development.ConclusionFrom the students’ perspectives, the Medical Kitchen course provided valuable opportunities to develop technical skill while also enhancing awareness of the importance of nontechnical skills in clinical practice. Further course refinements could optimize skill acquisition by offering clearer explanation of the transdisciplinary approach and incorporating additional structured learning elem
-
Journal articleDoidge ED, 2025,
Simple web-based interactive visualizations to illustrate and explore concepts in NMR spectroscopy
, Journal of Chemical Education, Vol: 102, ISSN: 0021-9584The interpretation of NMR spectra is a fundamental skill for chemists. Multiple strategies and resources support the teaching and learning of NMR spectroscopy, such as worked examples and question banks. A challenge in NMR spectral interpretation is cognitive overload, especially for beginners who must assimilate new information alongside existing knowledge of molecular structure. A useful strategy is to provide visualizations of spectra. However, existing software solutions (often requiring purchase or installation) can be convoluted, with excess features for a beginner and a focus on organic molecules and 1H/13C NMR spectra. This work provides freely accessible, web-based interactive visualizations to support the teaching and learning of NMR spectroscopy (https://chem-ed.github.io/NMR/). These are designed to be simple, focus on defined concepts with minimal distractions, and increase interactivity to enhance engagement. These cover fundamental topics such as chemical shift, multiplicity, and J coupling constants, of use to learners relatively new to NMR spectral interpretation, as well as more complex areas like decoupling and successive coupling. A notable feature is the ability to consider coupling to quadrupolar nuclei (I > 1/2) and isotopes with <100% natural abundance forming satellite signals─concepts often overlooked but essential to inorganic chemistry and multinuclear NMR spectroscopy, providing resources for more advanced learners.
-
Journal articleRadzikowski J, Houghton N, Chacon SC, et al., 2025,
Medical Kitchen: Transdisciplinary Clinical Skills Training
, The Clinical Teacher, ISSN: 1743-4971 -
Journal articleRadzikowski JL, Delmas L, Cohen E, et al., 2024,
Chemical Kitchen─A transdisciplinary introduction to a laboratory practice that rebalances students’ self-efficacy
, Journal of Chemical Education, Vol: 101, Pages: 5353-5360, ISSN: 0021-9584Transition from high school to higher education poses a significant challenge for students, particularly in chemistry, where students’ prior laboratory experience is varied. Traditional laboratory education, focusing on chemical knowledge, scientific methodology, and practical skills, does not focus on the development of translational skills and establishing a proper level of self-efficacy, critical for students’ success as future scientists. To address this problem, we developed the Chemical Kitchen, a transdisciplinary simulation utilizing the parallels between professional gastronomy and chemistry laboratory practices. By engaging students in creative food experiments that mimic chemistry experiments, the course aims to enhance practical skills in a less intimidating environment. We evaluated the impact of the Chemical Kitchen on students’ self-efficacy through pre- and postcourse surveys. We found a significant adjustment in students’ self-efficacy: those with initially lower self-efficacy experienced increases, while those with initially higher self-efficacy saw decreases, showing a “leveling of the playing field” among first-year chemistry students. Qualitative feedback highlighted the course’s success in providing a fun, engaging, and meaningful learning experience, underscoring the importance of innovative teaching methods in enhancing practical skills and confidence. This study demonstrates the effectiveness of the Chemical Kitchen in establishing students’ self-efficacy and practical and transferable skills, offering a novel approach to laboratory education that could be beneficial across various scientific disciplines. Future research is encouraged to explore the long-term effects of such interventions on students’ engagement with science and their overall development as learners.
-
Journal articleRadzikowski J, Delmas L, Spivey A, et al., 2021,
The Chemical Kitchen: towards remote delivery of an interdisciplinary practical course
, Journal of Chemical Education, Vol: 98, Pages: 710-713, ISSN: 0021-9584This commentary responds to the Covid-19 pandemic which poses a serious challenge for the delivery of “wet laboratory” practical education. We discuss the “Chemical Kitchen” project, which teaches laboratory skills and the scientific method through the parallel discipline of gastronomy and its transformation into a home-based program: how it came to be, its successes to date, and our plans to deploy it for remote delivery in the uncertain future.
-
Journal articleSeery MK, Agustian HY, Doidge ED, et al., 2017,
Developing laboratory skills by incorporating peer-review and digital badges
, CHEMISTRY EDUCATION RESEARCH AND PRACTICE, Vol: 18, Pages: 403-419, ISSN: 1109-4028- Author Web Link
- Cite
- Citations: 54
This data is extracted from the Web of Science and reproduced under a licence from Thomson Reuters. You may not copy or re-distribute this data in whole or in part without the written consent of the Science business of Thomson Reuters.