Courses from the three BAC years
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Two themes will be assigned to each group: one will be in close relation with the courses followed during the bac ; the second will tackle a theme not studied during the bac but in relation with concepts seen during the bac, to be completed with a bibliographic study.
At the end of the integration exercises, the students will be (better) able to :
· establish explicit links between the courses and concepts: integrate the contents of the courses of the 3 bac years (anatomy, histology, biochemistry, physiology, embryology, immunology, microbiology, ethology, genetics, '
· search in autonomy the right information, new or complementary to the courses;
· analyze, understand, summarize a scientific subject (theories, research papers, ');
· answer a scientific question with method;
· present on a attractive and didactic way scientific knowledge integrated in a concept map or a poster;
work in groups (organization of the tasks and time') in autonomyThe contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
During the quadrimestre, two evaluations are scheduled. The first around week 9 and the second at week 14. A jury including several teachers will meet and evaluate the quality of the work (poster, map and presentation) as well as the knowledge of the students on the topics (answers to questions). The final evaluation will include for one half the evaluation of the group work and for the other half the evaluation of the personal work (presentation, answers to questions and evaluation by the other group members).
The two exercises will be realized in autonomy. However, the students will benefit from information and help about the realization of the poster (how to design a good scientific poster?) and of the concept map (how to conceive a concept map, use of the informatics tools'). They will have the opportunity to present a first draft of their poster and map before the final evaluation in order to benefit from help and remarks from the other students and from the teachers.
Two integration exercises will be realized during the quadrimester in groups of 4 to 6 students, in autonomy.
The topics of the exercises will be attributed by drawing lots at the beginning of the quadrimester. One exercise will be based on the realization of a scientific poster on a subject not studied before but related to the matters and concepts seen during the courses. During the second exercise, students will realize a concept map on a subject already seen during their studies. They will have to integrate knowledge and concepts seen in various courses and to complete it with data from the scientific literature.
Courses of BAC and other scientific sources.
