A Complete Lab Experience: Integrating Microbiology Techniques in Virtual Labs for Comprehensive Learning
Nestled within Mastering Microbiology, Pearson Interactive Labs for Microbiology, or PILM, is an online suite of microbiology laboratory simulations designed to give students a complete, immersive virtual lab experience. Designed by faculty, like me, who primarily teach Microbiology to allied health students, we sought to transform the way students learn microbiology lab techniques and concepts by providing:
A comprehensive, student-focused design
An engaging, active learning platform
Adaptive and accessible exercises
The resulting learning platform engages students with clinically relevant case studies, interactive content, and adaptive learning pathways, guiding them through comprehensive laboratory modules with feedback and critical thinking questions.
Development: How PILM came to be
Accuracy, scope of learning, and student appeal were essential in the design and function of PILM. The simulations underwent an iterative process to accurately capture laboratory concepts and techniques. As one of the initial authors, my design and development approach helped lay the foundation for additional simulations.
- I identified key learning objectives as well as misconceptions, learning gaps, and experimental errors that I most commonly see in my in-person microbiology laboratory courses. The clinical hook was developed early during the design process as it was interwoven throughout the experiment and post-lab analysis sections of the simulation.
- Working closely with a developmental editor, I created an initial draft that was reviewed internally and then sent to an editorial review board consisting of instructors from various colleges that represent both Pearson and non-Pearson users. These instructors provided feedback, focusing primarily on content fidelity.
- After additional rounds of editing (both in-house and through our review board), I then collaborated with our design and production teams. I worked with the animation team to ensure authentic action during the simulation, the arthouse to ensure that our visual elements are pertinent and accurate, and visual designers who helped to provide visually engaging screens.
- I integrated student feedback on the visual appeal and usability of the initial builds.
- The lab was revised until I achieved a realistic, student-centered laboratory experience.
Unlike other laboratory simulations that focus on a single technique or concept, PILM embraces a multi-faceted approach, recognizing that microbiological techniques are interconnected and must be used together for experimental success. For example, in the Endospore Stain module, students perform a smear preparation from a solid culture. The smear preparation technique requires a thorough knowledge of aseptic techniques, including culture transfer. During this process, students are asked about the significance of heat-fixation, a concept covered in the Smear Preparation and Simple Staining module. While the primary focus of the Endospore Stain module is endospore staining, students must still remember how to correctly prepare a smear and understand why each step is critical, reinforcing the interconnectedness of important concepts and techniques. Thus, students receive a comprehensive learning experience, comparable to the interconnectedness of an in-person lab.
Active learning combined with career relevance
When I abruptly transitioned to online-only instruction due to pandemic lockdowns, I scrambled to find virtual laboratory simulations that could replace in-class laboratory exercises. The selection was limited and consisted of “cookbook” laboratory modules, where the student is given step-by-step instruction on how to complete the lab but does not have the ability to make mistakes or pause for reflection. While most students could follow these recipes to perform various microbiological tasks, few could discuss the relevance of the learned techniques or critically analyze various result outcomes. Thus, my goal with PILM was to design an active learning platform where students had to critically think through the scientific process, rather than mindlessly click through the simulation.
Learning science research studies have demonstrated the significance of introducing clinically relevant case studies before teaching laboratory skills and techniques. Case study-based labs allow students to see the relevance of their learned techniques while encouraging higher-order thought by incorporating critical thinking. Each laboratory module begins with a clinical hook to boost interest and engagement, offering career-based instruction.
Many of my microbiology students, particularly non-traditional undergraduates with multiple responsibilities, often cite limited study time as a barrier to learning. Active learning exercises help these students quickly grasp and master critical concepts. In the PILM platform, students actively learn by performing experiments, identifying common misconceptions, drawing conclusions from data, and answering critical thinking questions. During the Experiment section within the simulations, students encounter speed bumps, or pauses, where they reflect on newly learned skills, fostering a scientific mindset. This approach makes PILM an engaging, career-relevant, and efficient tool for mastering essential laboratory techniques.
A versatile tool for the evolving STEM classroom
The shift from physical classrooms to virtual learning environments has raised questions among educators about the feasibility of effectively teaching laboratory skills online. PILM addresses these concerns by offering a STEM learning solution that delivers technique-based laboratory instruction through an online platform. Using realistic animation and adaptive learning pathways, students can make and learn from mistakes in a way that is both efficient and engaging. When students make experimental errors within PILM, they receive immediate feedback for just-in-time remediation or delayed feedback at key steps, allowing them to visualize the consequences of their errors. I designed these critical feedback and reflective opportunities at moments where I have seen my students make mistakes in lab. For example, when teaching a Gram stain lab, I have seen students make mistakes during both smear preparation as well as the decolorization step. During the Gram stain simulation, students are given immediate feedback if they improperly heat-fix their specimen to the slide. Decolorization errors provide delayed feedback, as students follow distinct results outcome pathways based on the extent of decolorization and must use critical thinking skills to determine the cause of the unexpected result. I believe that critically evaluating an improperly stained specimen is just as important as completing the staining process correctly. This experiential learning approach ensures a comprehensive and authentic understanding of microbiology labs while addressing technical challenges that may arise during experimentation.
As a supplemental tool for face-to-face and hybrid learning modalities, PILM’s virtual labs can:
be assigned before or after in-person labs to reinforce key course objectives, enabling students to preview techniques and grasp their clinical relevance,
offer students a unique opportunity to learn techniques that may not be feasible in an in-person setting due to safety, budgetary, or time constraints,
allow students to work with clinical samples typically off-limits in undergraduate labs, gaining the chance to perform career-relevant work.
This adaptability makes PILM a versatile tool for both the evolving STEM classroom and the digital-age learner.
