PowerProtocol

Learning lab skills is half of the battle; I also have to learn how to learn lab skills, and learn them as time-efficiently as I can. Thus far, I have learned that simply observing Jinquan perform a procedure while asking questions occasionally is not effective. Writing down the details of the procedures helps, but is it best to write down the steps as Jinquan performs them or after she finishes? Though writing in real time minimizes the number of details that I miss, it is unfeasible for some techniques, such as exposing film in the darkroom. Ideally, I would do both, recording the details in the lab and reviewing them afterward.

So that I would better learn how to perform a western blot, Jinquan asked me to make a PowerPoint explaining the process (which you can download here). I typed out 38 slides by myself and then explained each in turn to Jinquan as she commented and corrected my errors. Creating PowerPoint slides helped me learn the details, but not as much as performing all of the steps would have.

Creating the PowerPoint was conducive to learning because I could work at my own pace and make errors. I become anxious when someone scrutinizes my performance as I am learning a new skill; at least, I do if they hastily correct my mistakes. I learn best from the innate consequences of my own failures—a protein gel that leaks out of the bottom of its mold—than I do when I am corrected before I am able to fail at all. Still, I need some sort of feedback to learn, whether it is from a leaky gel or a person. Jinquan gave me feedback on the PowerPoint, correcting my factual errors, and thus I was able to both work at my own pace and receive feedback—a plus on both accounts.

Using my time to make a PowerPoint instead of practicing an actual western blot, I did not, of course, improve my lab technique. To learn a physical task, there is no substitute for performing it; as I still have not completed a full western blot by myself; I would not say that I can perform one yet, whereas, had I instead successfully gone through a full western blot instead of making slides, I would. However, the upside was that I could practice going through the steps without the risk of wasting expensive reagents, such as antibodies.

Working in PowerPoint, I now have an accurate guide for western blotting that I can reference for future use, which could help me on subsequent western blots. The potential caveat while making the slides was the temptation to overdo the visuals. Jinquan had specifically told me to focus on content and avoid visual detail, and for the most part, I avoided fiddling with margins and fonts, but I did spend more time than I needed to making a diagram of how antibodies bind to the protein membrane.

There are definite merits of making slides to learn procedures, but I think that the most effective way in which I learn techniques is by first performing them while observing Jinquan doing them, writing down steps if possible, and later on, rewriting notes or making slides. I find both non-critical, hands-on feedback and subsequent review to be essential for learning lab procedures best.

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