Honors Projects

Abstract

Medical disinformation is becoming a rampant problem in the United States, and the Covid-19 pandemic highlighted it. There have been attempts to fight the problem at the source through fact verification. These attempts have been unsuccessful. This paper investigates the efficacy of non-traditional pedagogies and the correlation between them and an individual perceived and practical ability to understand their primary care provider. The purpose of this research was to establish whether non-traditional pedagogies at the secondary and post-secondary level are more effective than traditional lecture-based instruction. The research was conducted through an anonymous cross-sectional survey which included questions about educational background, perceived understanding of medical terms, and practical understanding of medical terms. This data was then analyzed through descriptive and diagnostic methods. The results of this study showed there was a positive correlation between an individual’s ability to take an active role in their healthcare and experience with non-traditional pedagogical strategies in biology education. This study implies that engaging in non-traditional pedagogies in biology education leads to a stronger understanding of these topics and increases an individual’s abilities to think critically about them. Therefore, increasing an individual’s ability to take an active role in their healthcare and leading to a stronger defense against medical disinformation.

Department

Biological Sciences

Major

Microbiology

First Advisor

Dr. Charles Coletta

First Advisor Department

Popular Culture

Second Advisor

Dr. Daniel Pavuk

Second Advisor Department

Biological Sciences

Publication Date

Spring 4-18-2024

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