PubMed · 10905920
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P Race. 2000. Task-based learning.. https://doi.org/10.1046/j.1365-2923.2000.0706a.x
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Fungi are important and hyperdiverse organisms, yet chronically understudied. Most fungal clades have no reference genomes, impeding our understanding of their ecosystem functions and use as solutions in health and biotechnology. Also, opportunities for training in fungal biology and genomics are lacking, creating a bottleneck that hinders the recruitment and cultivation of a talented future mycological workforce. To address these issues, we developed Myco-Ed, an educational program offering training and scientific contributions through genome sequencing and analysis. Myco-Ed empowers students to pursue careers in fungal biology while improving fungal resources. Myco-Ed has been piloted at 12 institutions (15 classrooms) ranging from online e-Campuses to R1 universities, resulting in hundreds of fungal observations and many new high-quality reference genomes.
We used data from the 2000-2001 Liaison Committee on Medical Education Annual Medical School Questionnaire, which had a 100% response rate, and other sources to describe the status of medical education programs in the United States. In 2000-2001, the number of full-time medical school faculty members was 103, 553, a 1.1% increase from 1999-2000. The 37, 092 applicants for the class entering in 2000 represented a 3.7% decrease from the number of applicants in 1999. The majority of medical schools (58%) were in the process of major curriculum review and change during 2000-2001. In 72 schools (58%), students were required to pass both Steps 1 and 2 of the United States Medical Licensing Examinations to advance or graduate. The availability of patients to participate in clinical teaching during 2000-2001 decreased in almost half of schools compared with 1999-2000. Many schools reported difficulty in recruiting or retaining volunteer faculty members to provide clinical education in the community. Forty medical schools provided monetary payment to some or all community volunteer faculty members.
Undergraduate research and graduate mentoring have received a great deal of attention in recent times. What do these activities have in common? They both speak to the primary mission of the research university, which is not merely carrying out research but training students to do research. The knowledge-based global economy, with its wealth of information and opportunities, has increased undergraduate students' need for research skills as well as graduate students' desire for personal guidance. As the research university matures, the boundaries between graduate and undergraduate education are blurring. Indeed, if we focus on the learning process, we find not two but five levels of learning at the research university: lower division, upper division, master's, doctoral, and postdoctoral. All five levels form a continuum, a series of gradual steps. The mission of the university is to introduce students to research, to inspire in them a passion for discovery at each of these levels.