Every instructor has concerns about effectively balancing the amount of course content with experiences to enhance a student's skills for professional success. The COVID-19 pandemic made this process even more challenging by requiring many instructors to shift rapidly from in-person to online instruction while maintaining academic integrity. The objective of this course on tissue engineering, a multidisciplinary field that aims to repair and/or replace body damage, was to increase undergraduate students' ability to read primary scientific literature and use critical analysis to creatively solve problems. Every week, a lecture covered the necessary background information to identify the current research questions and prepare students for reading the assigned research article. Students completed an analysis worksheet prior to the subsequent class, and a summary presentation followed by a student-led critical analysis discussion occurred in class. Small student groups completed an in-class thought exercise that designed several experiments that built on the article's data. The modular course design enabled a quick and successful transition to an online asynchronous modality in less than two weeks due to the COVID-19 pandemic. A recorded weekly lecture was posted online by the instructor, and students completed the analysis worksheet, watched a student-recorded summary presentation, and posted to a discussion board. The experimental design worksheet became an individual assignment to provide more flexibility. Pretransition and posttransition assessment showed no significant differences and provided positive proof of concept evidence. This process can be adapted to a number of topic-themed scientific courses that use in-person, online, or hybrid modalities.

中文翻译：

---

使用对科学文献的批判分析来维护针对个人和在线课程模式的交互式学习环境。

每位教师都担心有效地平衡课程内容与经验以提高学生的专业成功技能。COVID-19大流行使这一过程更具挑战性，因为它要求许多教师在保持学术诚信的同时迅速从面对面的教学转变为在线教学。这门组织工程学课程的目标是修复和/或替代身体损伤的多学科领域，目的是提高本科生阅读初级科学文献并运用批判性分析创造性地解决问题的能力。每个星期，一次讲座涵盖必要的背景信息，以识别当前的研究问题并为学生准备阅读分配的研究文章的准备。学生在下一节课之前完成了一份分析工作表，并在课堂上进行了摘要介绍，然后进行了学生主导的批判性分析讨论。小学生小组完成了课堂上的思想练习，该练习设计了一些基于文章数据的实验。由于COVID-19大流行，模块化课程设计使得能够在不到两周的时间内快速成功地过渡到在线异步模式。讲师每周都会在线记录一次录制的讲座，学生们完成了分析工作表，观看了学生录制的摘要演示文稿，并发布到了讨论区。实验设计工作表已成为一项单独的任务，以提供更大的灵活性。过渡前和过渡后评估没有显着差异，并提供了概念证据的积极证据。此过程可以适应于许多使用面对面，在线或混合方式的主题科学课程。