Background: Experimental practical laboratory classes are used in undergraduate physiology education to enhance learning and develop essential numeracy, analytical and technical skills. However, the COVID-19 pandemic prevented medical sciences students from undertaking a range of standard, in-person physiology labs. Students requested that other ways be found to provide them more practical skills and analytical experience, even when safety measures restricted laboratory work.
Method: To address the need to provide students with practical skills and analytical experience whilst working remotely, we developed a soapmaking practical which was streamed live from the lecturer’s kitchen. The remote experiment involved manufacturing soap by a saponification reaction and was later modified for subsequent in-person laboratory classes which were limited by COVID-19 safety measures following the return to labs. We hypothesised that the practical would provide a platform for students to gain relevant practical experience and enhance student attainment whilst learning remotely.
Results: Live streaming allowed students to watch an experiment in action including the collection of data, observing problem solving when errors occurred and maintenance of a lab book. Additionally, it enabled discussion of COVID-19 related physiology, career prospects and pastoral care. Students followed along with the protocol, input data and undertook assessment on the practical using the cloud-based system, Lt, which allowed staff and students to access resources through a variety of devices remotely. Analysis of results showed that students achieved a significantly higher mean grade (2020-2022: 91.97 ± 1.016%, n = 81) on the soapmaking practical compared to the respiratory module assessment delivered the following year (2022-2023: 82.16 ± 1.051%, n = 43). The mean grade was 9.81% higher (unpaired Student’s t-test, P<0.0001) for soapmaking compared to the respiratory practical assessment, and the mean grades for soapmaking did not differ significantly between the 2020-2021 and 2021-2022 (unpaired Student’s t-test, P>0.05). 2020-2021 survey data showed that 53% of students agreed or strongly agreed that the soapmaking practical enhanced their learning. Following this feedback minor adjustments were made to the practical and in the 2021-2022 survey 100% of students agreed or strongly agreed that the soapmaking practical enhanced their learning.
Discussion: This novel soapmaking practical provided a platform to improve core skills numeracy, analytical and research skills despite the limitations placed on practical laboratory classes. Our results indicate that the soapmaking practical is an effective way to enhance student understanding of skin physiology and experimental processes. Furthermore, the practical enabled exploration of issues relating to health and safety such as toxicology, allergy and anaphylaxis which are important considerations for industrial manufacturing and helped to prepare medical sciences students for the demands of their future careers.