Incorporating Lateral Flow Assays into Undergraduate Analytical Chemistry Lab Curricula for In-Person, Hybrid, and Remote Learning Formats

Autor/inn/en	Kantor, Andrew G.; Scherr, Thomas Foster; Wright, David W.; Verberne-Sutton, Susan Denise
Titel	Incorporating Lateral Flow Assays into Undergraduate Analytical Chemistry Lab Curricula for In-Person, Hybrid, and Remote Learning Formats
Quelle	In: Journal of Chemical Education, 99 (2022) 2, S.902-909 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wright, David W.) ORCID (Verberne-Sutton, Susan Denise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00088
Schlagwörter	Undergraduate Students; Science Activities; Chemistry; Conventional Instruction; Blended Learning; Distance Education; Handheld Devices + Suchen Sie Ihr Suchwort? Chemie; Distance study; Distance learning; Fernunterricht
Abstract	Lateral flow assays (LFAs) have been used extensively for diagnosis of various diseases and conditions because they are inexpensive, rapid, robust, and easy to use. Incorporating LFAs into undergraduate chemistry courses could enrich the curricula by providing the students with a real-world application of analytical chemistry concepts, particularly why point of care diagnostics can give false positives and false negatives. We developed an LFA module for a class of 25 undergraduate analytical chemistry students that used a hybrid (part face-to-face (F2F) and part remote) learning format. The laboratory consisted of two sessions, the first of which was conducted F2F and the second of which was conducted remotely via conferencing software. In the laboratory session, the students ran LFAs that were designed in house and that detected a well-established malaria biomarker. The students subsequently captured photos and quantified the LFA signal using a mobile-friendly web application that allows for quantification of LFA test and control lines using a smartphone camera. During the second remote session, the students constructed receiver operating characteristic curves, and this activity was used to foster a broader discussion among the students about diagnostic specificity and sensitivity. Following the conclusion of the module, we had the students complete an anonymous survey where students reported they felt an increase in comprehension regarding the topics of LFAs and diagnostic specificity versus sensitivity. We have included all data and protocols to perform this lab and believe this module is well-suited as an in-person, hybrid, or remote-only lab or even as a lecture content supplement. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01