Guided inquiry-based lab in cancer biology designed to support student understanding of biomedical research.

Abstract: Undergraduate programs in biomedical science generally balance the teaching of content with practical skill competencies in the laboratory. Traditionally this is approached through method-centered lab sessions that may not be interconnected and do not reflect how lab science is genuinely practiced. Refereed to as “cook book” labs these are very common in large cohort classes and are of limited educational value since they foster passive learning. In contrast inquiry-based laboratories are process-centered and are designed to promote engagement, self-directed learning and critical thinking. There are many reasons why inquiry-based labs are not adopted more widely, including funding, limited resources, skilled personnel, instructor training, among many other barriers. Here we show a guided inquiry-based lab-course that meets our program objectives and supports cross-disciplinary learning. The creation of this guided inquiry-based biomedical laboratory course is intended to enhance deeper learning practises among undergraduate Translational and Molecular Medicine (TMM) students at the University of Ottawa. The course focuses on genetic changes associated with tumorigenesis and tumor suppressor reactivation, immersing students in authentic research experiences. It is designed to support students to pose a hypothesis and then implement an experimental workflow to address this question over multiple lab sessions. This includes experimental design and data interpretation workshops every week to help orient students in a research environment. Although the lab is not completely open ended, individual students need to make multiple choices to make their project unique. We consider this lab to be a good balance between available resources and optimal learning outcomes. Student expereinces of the from a survey will be shared. This work received an exemption from REB review from the University of Ottawa Office of Research Ethics.