Abstract | Background: Professional bodies and employers expect Bioscience graduates to have a range of laboratory skills in addition to theoretical subject knowledge. University of Westminster students on Bioscience courses have a variable range of laboratory competencies, reflecting the diversity of their entry qualifications; some students have had little experience within laboratories whilst others may be undertaking work-based learning. Science practical classes frequently require students to work in groups where unprepared or unconfident students may hide behind peers and not fully hone their practical skills. Equipment and reagents in cutting-edge areas of the Molecular Biosciences are prohibitively expensive and sometimes hazardous for use in large undergraduate classes. Often molecular bioscience experiments run over consecutive days and cannot be adapted to the short slots available within a timetable. Students in work-based learning environments will have standard operating procedures aligned with their workplace. Virtual practicals provide a simulated laboratory environment where students can have 24h access to laboratory equipment usually not widely available for undergraduate students and can make mistakes safely. The virtual laboratory simulations provide uniformity for all students on a course and the questions within the simulations, which must be answered before the user can progress, challenge the student to understand the underlying scientific theory. Overview: Here we report on the use of commercially available “Labster” virtual practicals for the first time in various undergraduate Bioscience modules at University of Westminster. We have used Likert-response surveys to determine whether the use of these virtual laboratories has increased the student understanding and engagement within modules. Results: The majority of students have reported that the use of virtual practicals has increased understanding within modules. Conclusion: We would recommend the continued use of these Labster simulations, students have reported that the 24h availability of the simulations was beneficial as was the ability to access them remotely. We have found student engagement to be greatest where the virtual simulations were closely aligned to module Learning Outcomes. |
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