Introduction to Prokaryotic Cells 4. Introduction to Eukaryotic Cells 5. Genetics 6. Viruses and Prions 7. Fundamentals of Microbial Growth 8. Microbial Metabolism 9. Principles of Infectious Disease and Epidemiology Host-Microbe Interactions and Pathogenesis Innate Immunity Adaptive Immunity Immune System Disorders Vaccines and Biotechnology-Based Diagnostics and Therapeutics Antimicrobial Drugs Respiratory System Infections Skin and Eye Infections Nervous System Infections Digestive System Infections Urinary and Reproductive System Infections The books available have either been retrofitted with features that target these students or they were built by pulling art and wording from existing non—allied health texts.
This is the very first microbiology text completely designed from scratch to train allied health students—art, media ancillaries, wording, assessments, everything you see is just for them. Most microbiology faculty would agree that this is a tremendous disservice to students and patients.
Preventable medical errors are the third leading cause of death in the United States, and healthcare-acquired infections affect over 1.
Clearly, allied health students need microbiology. However, their training in microbiology is not the same as general microbiology. Allied health students need microbiology from an allied health perspective every bit as much as science majors need training from a research perspective. To address the issue, ASM convened a task force, of which I was one of many faculty participants.
The task force drafted nursing-centric microbiology learning outcomes and showed how they align with NCLEX learning outcomes.
And this textbook is the first to have assignable, auto-graded content specifically tagged with these outcomes. Allied healthcare workers have the potential to either save lives or end them based on how they perform in their careers. Our students are studying for more than a grade; there are lives at stake. This means that they need to learn the course content, but they also must be able to think clinically and critically.
Knowing this, faculty may infuse case studies and other critical thinking exercises into their courses. But, there are challenges to this. Many students lack prerequisite knowledge and struggle with critical thinking; class time is limited and there is so much to cover.
Also, most microbiology case studies require students to be diagnosticians——an arguably unreasonable expectation to have for an introductory microbiology student. Most books include critical thinking exercises and case studies, but none overtly provide a framework for students to approach higher order questions. I used to believe that students would pick up on how to think critically if I assigned them readings, gave them critical thinking questions, and modeled critical thinking for them.
But time after time I had students come to me in a daze of frustration. It has to be expressly taught, just like the course content. This is how the S.
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