Development of a Course-Based Undergraduate Research Experience to Introduce Drug-Receptor Concepts

Abstract

Course-based research experiences (CUREs) are currently of high interest due to their potential for engaging undergraduate students in authentic research and maintaining their interest in science, technology, engineering, and mathematics (STEM) majors. As part of a campus-wide initiative called STEMCats, which is a living learning program offered to freshman STEM majors at the University of Kentucky funded by a grant from Howard Hughes Medical Institute, we have developed a CURE for freshmen interested in pursuing health care careers. Our course, entitled "Drug-Drug Interactions in Breast Cancer," utilized a semester-long, in-class authentic research project and instructor-led discussions to engage students in a full spectrum of research activities, ranging from developing hypotheses and experimental design to generating original data, collaboratively interpreting results and presenting a poster at a campus-wide symposium. Student's feedback indicated a positive impact on scientific understanding and skills, enhanced teamwork and communication skills, as well as high student engagement, motivation, and STEM belonging. STEM belonging is defined as the extent to which a student may view the STEM fields as places where they belong. The results obtained from this pilot study, while preliminary, will be useful for guiding design revisions and generating appropriate objective evaluations of future pharmacological-based CUREs.

Keywords: course-based research experience; inquiry-based learning; pharmacology.

Figure 1

Characteristics of class participants. A survey was performed to assess the scientific background and academic/professional interests of the students who enrolled in five biomedical sciences research projects/sections in the COM. The results of the survey represent students enrolled in the COM sections (number of respondents = 37) or those enrolled in the “Drug–Drug Interactions” section (number of respondents = 10). (A) Student background. (B) Student interest.

Figure 2

Student reported biomedical science knowledge level and comfort levels in communicating science. A survey was performed to assess the biomedical science knowledge level, comfort level with respect to engaging in discussions about biomedical sciences, and understanding scientific manuscripts of the students who were enrolled in five biomedical sciences research projects/sections in the COM. The results of the survey represent students enrolled in the College of Medicine (COM) sections (number of respondents = 37) or those enrolled in the “Drug–Drug Interactions” section (number of respondents = 10).

Figure 3

Assessment of the Drug–Drug Interactions in Breast Cancer section. An anonymous survey was administered to the students enrolled in the Drug–Drug Interactions in Breast Cancer section upon completion of the course. Results of the respondents (n = 7) are summarized. (A) Short-term outcomes. (B) Medium-term outcomes.