Infusion of collaborative inquiry throughout a biology curriculum increases student learning: a four-year study of “Teams and Streams”

2004 ◽  
Vol 28 (4) ◽  
pp. 199-209 ◽  
Author(s):  
Douglas B. Luckie ◽  
Joseph J. Maleszewski ◽  
Sarah D. Loznak ◽  
Marija Krha
Keyword(s):  
Student Learning ◽  
Introductory Biology ◽  
Student Responses ◽  
Medical College ◽  
Laboratory Design ◽  
Admission Test ◽  
Classroom Laboratory ◽  
Standardized Exams ◽  
Biology Curriculum

Are traditional laboratories in the core introductory biology courses teaching physiology majors the art and trade of science, or simply leaving them with a memory of trivial experiments done for unknown reasons? Our students, a population dominated by premed and physiology majors, think the latter and have encouraged us to challenge this model, and it turns out scientists and education researchers agree with our students ( 4 , 31 , 32 ). In an effort to remedy this, we began a long-term redesign of the introductory biology sequence to become what is now a sequence of inquiry laboratories we term “Teams and Streams” (TS). In these TS inquiry labs, student research teams pose a scientific question/hypothesis, propose an experimental design, perform multi-week investigations and then present their findings in various forms (web, interviews, and papers). The response to this classroom laboratory design has been overwhelmingly positive. In a qualitative study of student opinion (where 260 student responses were studied), surveys conducted at the end of semesters where traditional scripted labs were used ( n = 70 comments) had predominately negative opinions (80% negative responses), whereas the reverse was true for students ( n = 190 comments) who participated in courses using the TS inquiry labs (78% positive responses). In a quantitative assessment of content knowledge, students who participated in new TS inquiry labs ( n = 245) outscored their peers in traditional labs ( n = 86) on Medical College Admission Test-style standardized exams (59.3 ± 0.8% vs. 48.9 ± 1.3%, respectively; P < 0.0001). We believe these quantitative data support the qualitative findings and suggest the TS inquiry lab approach increases student learning.

Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry

2012 ◽  
Vol 36 (4) ◽  
pp. 325-335 ◽  
Author(s):  
Douglas B. Luckie ◽  
Jacob R. Aubry ◽  
Benjamin J. Marengo ◽  
Aaron M. Rivkin ◽  
Lindsey A. Foos ◽  
...  
Keyword(s):  
Student Learning ◽  
Response Rates ◽  
Introductory Biology ◽  
Student Opinions ◽  
Medical College ◽  
Admissions Test ◽  
Content Coverage ◽  
Classroom Laboratory ◽  
Biology Laboratory ◽  
Increasing Student Learning

In this study, we compared gains in student content learning over a 10-yr period in which the introductory biology laboratory curriculum was changed in two ways: an increase of inquiry and a reduction of content. Three laboratory formats were tested: traditional 1-wk-long cookbook laboratories, two 7-wk-long inquiry laboratories, and one 14-wk-long inquiry laboratory. As the level of inquiry increased, student learning gains on content exams trended upward even while traditional content coverage taught decreased. In a quantitative assessment of content knowledge, students who participated in the 14-wk-long inquiry laboratory format outscored their peers in both 7- and 1-wk-long lab formats on Medical College Admissions Test exam questions (scores of 64.73%, 61.97%, and 53.48%, respectively, P < 0.01). In a qualitative study of student opinions, surveys conducted at the end of semesters where traditional 1-wk laboratories ( n = 167 students) were used had low response rates and predominately negative opinions (only 20% of responses were positive), whereas those who participated in 7-wk ( n = 543) or 14-wk ( n = 308) inquiry laboratories had high response rates and 71% and 96% positive reviews, respectively. In an assessment of traditional content coverage in courses, three indexes were averaged to calculate traditional forms of coverage and showed a decrease by 44% over the study period. We believe that the quantitative and qualitative data support greater student-driven inquiry in the classroom laboratory, which leads to deeper learning in fewer topic areas (less teaching) and can reap gains in scientific thinking and fundamental understanding applicable to a broader range of topic areas (more learning) in introductory biology.

Use of Conceptual Questions With Prompt Feedback in Engineering Thermodynamics

2015 ◽  
Author(s):  
Randall D. Manteufel
Keyword(s):  
Student Learning ◽  
Correct Response ◽  
Deep Understanding ◽  
Effective Strategy ◽  
Collection System ◽  
Student Responses ◽  
Entire Class

An effective strategy to promote deep understanding in engineering thermodynamics is to increase the use of conceptual questions during lectures coupled with prompt assessment of student responses. A key is to collect responses from all students and provide prompt feedback explaining the correct response. It has been found that conceptual questions are more effective than numerical. Good questions explore if a quantity will increase, decrease or remain unchanged in response to a change in the system. In previous semesters, an instructor would pose conceptual questions during lecture and discuss with those students who participated with the instructor. Using an electronic collection system for student responses, all student responses can be collected and assesses. Results show that (1) it is rare that the entire class is correct even for the simplest of questions, (2) a nearly identical question can be repeated in a subsequent lecture and there will continue to be a incorrect responses, and (3) repeating questions throughout the semester is effective at addressing common conceptual misunderstandings and improving long-term student learning in engineering thermodynamics.

scholarly journals Admissions to Medical School During the COVID-19 Era Without the MCAT

2021 ◽  
Author(s):  
Peter Corridon
Keyword(s):  
Medical School ◽  
College Admission ◽  
Current Medical ◽  
Medical College Admission Test ◽  
Key Factors ◽  
Medical School Admission ◽  
Enrollment Decisions ◽  
Medical College ◽  
Admission Test ◽  
Standardized Exams

As medical schools cope with the consequences of the COVID-19 pandemic, a new cohort of students will be admitted in the fall. Administrators are again challenged to make unprecedented enrollment decisions without standardized exams. This challenge provides unique opportunities to support holistic admissions but also abruptly bypasses a process that has been employed since 1928. This article highlights key factors that are being considered during current medical school admission cycles, including limited opportunities to take standardized exams, heightened student anxiety, and potential exam alternatives. These factors are framed and discussed within the context of the medical college admission test (MCAT) exam.

scholarly journals Admissions to Medical School during the COVID-19 Era without the MCAT

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Peter R. Corridon
Keyword(s):  
Medical School ◽  
College Admission ◽  
Current Medical ◽  
Medical College Admission Test ◽  
Key Factors ◽  
Medical School Admission ◽  
Enrollment Decisions ◽  
Medical College ◽  
Admission Test ◽  
Standardized Exams

As medical schools cope with the consequences of the COVID-19 pandemic, a new cohort of students will be admitted in the fall. Administrators are again challenged to make unprecedented enrollment decisions without standardized exams. This challenge provides unique opportunities to re-evaluate admission processes that has been employed since 1928 and support holistic admissions. This article highlights key factors that are being considered during current medical school admission cycles, including limited opportunities to take standardized exams, heightened student anxiety, and potential exam alternatives. These factors are framed and discussed within the context of the medical college admission test (MCAT) exam.

scholarly journals The retention benefits of cumulative versus non-cumulative midterms in introductory biology may depend on students’ reasoning skills

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0250143
Author(s):  
Elizabeth G. Bailey ◽  
Rebeka F. Greenall ◽  
Madeleine M. Tullis ◽  
Kurt R. Williams
Keyword(s):  
Student Learning ◽  
Exam Performance ◽  
Introductory Biology ◽  
Final Exam ◽  
Mathematics Courses ◽  
Term Retention ◽  
Long Term Retention ◽  
Reasoning Skills ◽  
And Mathematics

Assessment has long played an important role as a measurement tool of student mastery over course content. However, testing has also been shown to be an effective learning tool. Cumulative testing, in which all material from the entire learning period is covered, has been assumed to be effective, yet few studies have explicitly tested its effectiveness compared to non-cumulative testing. Studies in psychology and mathematics courses suggest that cumulative final exams increase long-term retention of information, and cumulative testing during the semester can increase cumulative final exam performance and long-term retention. Because frequent testing has also been shown to increase student learning, the purpose of this quasi-experimental study is to investigate the effects of cumulative versus non-cumulative midterms on student learning in a course that uses frequent assessment. In this study, one section of an introductory biology course for non-majors was given seven cumulative midterms, with about half of the questions drawn from previous units and the rest covering the current unit. The other section was given seven non-cumulative midterms that focused on current material while other course characteristics were held constant. Student performance on a common, cumulative final exam and a retention exam five months later were compared. Midterm format had no effect on final exam performance, contradicting the few studies done in psychology and mathematics courses. Thus, there may be no additional benefit of cumulative testing if exams are given frequently. Cumulative midterms appeared to increase retention after five months, but only for students who entered the course with low reasoning skills. Interestingly, students with high reasoning skills appeared to retain more from the course if they were given non-cumulative midterms. Possible explanations and ideas for future research are discussed.

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF TEKNIK PEMESINAN BUBUT

2020 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Philip Nababan ◽  
Efendi Napitupulu ◽  
R Mursid
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Interactive Learning ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Field Trials ◽  
Student Responses ◽  
Analysis Techniques ◽  
Qualitative Descriptive

Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui tanggapan siswa terhadap kualitas media pembelajaran interaktif pada pembelajaran Teknik Pemesinan Bubut. (2) Mengetahui keefektifan media pembelajaran interaktif pada pembelajaran Teknik Pemesinan Bubut pada siswa program keahlian Teknik Pemesinan. Jenis penelitian ini adalah penelitian pengembangan. Data tentang kualitas produk pengembangan ini dikumpulkan dengan angket dan dianalisis dengan teknik analisis deskriptif kualiatatif. Hasil penelitian menunjukkan bahwa; (1) uji ahli materi pelajaran Teknik Pemesinan Bubut berada pada kualifikasi sangat baik (88,92%), (2) uji ahli desain pembelajaran berada pada kualifikasi sangat baik (85,21%), (3) uji ahli rekayasa perangkat lunak berada pada kualifikasi sangat baik (84,03%), (4) uji coba perorangan berada pada kualifikasi sangat baik (88,75%), (5) uji coba kelompok kecil berada pada kualifikasi sangat baik (91,35%) dan (5) uji coba lapangan berada pada kualifikasi sangat baik (88,31%). Hasil pengujian hipotesis membuktikan bahwa terdapat perbedaan antara hasil belajar siswa yang menggunakan media pembelajaran interaktif  dengan hasil belajar siswa yang menggunakan buku teks. Hal ini ditunjukkan dengan hasil pengolahan data diperoleh  thitung sebesar 4,68 dan ttabel sebesar 1,67 pada taraf kepercayaan 95 persen. Maka diperoleh bahwa thitung> ttabel. Disimpulkan bahwa  hasil belajar siswa yang menggunakan media pembelajaran interaktif dengan efektifitas sebesar 72,77 %. lebih tinggi dari hasil belajar siswa yang diajar dengan pembelajaran menggunakan buku teks dengan efektifitas sebesar 62,13%. Kata Kunci: media pembelajaran interaktif, teknik pemesinan bubut Abstract: This study aims to: (1) Determine student responses to the quality of interactive learning media on learning Lathe Machining Techniques. (2) Knowing the effectiveness of interactive learning media on learning of Machining Lathe in students of Machining Engineering expertise program. This type of research is development research. Data about the quality of this development product was collected by a questionnaire and analyzed by qualitative descriptive analysis techniques. The results showed that; (1) Lathe machining engineering subject matter expert test is in very good qualification (88.92%), (2) learning design expert test is in very good qualification (85.21%), (3) software engineering expert test is in in very good qualifications (84.03%), (4) individual trials were in very good qualifications (88.75%), (5) small group trials were in very good qualifications (91.35%) and (5 ) field trials are in very good qualifications (88.31%). Hypothesis testing results prove that there are differences between student learning outcomes using interactive learning media with student learning outcomes using textbooks. This is indicated by the results of data processing obtained by tcount of 4.68 and ttable of 1.67 at a confidence level of 95 percent. Then it is obtained that tcount> ttable. It was concluded that student learning outcomes using interactive learning media with an effectiveness of 72.77%. higher than student learning outcomes taught by learning to use textbooks with an effectiveness of 62.13%. Keywords: interactive learning media, lathe machining techniques

scholarly journals The Relationship between Reputation, Customer Satisfaction, Trust, and Loyalty

2014 ◽  
Vol 4 (3) ◽  
pp. 368 ◽  
Author(s):  
Roshana Gul
Keyword(s):  
Customer Satisfaction ◽  
Customer Loyalty ◽  
Significant Relationship ◽  
Positive Sign ◽  
Medical College ◽  
Independent Variable ◽  
Relationship Of ◽  
The Relationship ◽  
Self Administered Questionnaire

Though a lot of studies have been done to conclude customer loyalty as dependent variable but still there is a vast margin of researches to be conducted in future in different spheres of this construct. On the other hand the truth of the importance of customer loyalty as an enduring asset cannot be falsified. It is fundamental for organizations to build up long term and mutual beneficial associations with the customers. The purpose of this research paper is to show the inter relationship of reputation, customer satisfaction and trust on customer loyalty. According to the observations reputation is the major independent variable that has significant relationship with customer satisfaction, customer loyalty, and trust. Data for this research study was taken from the Islamia University, Quaid-e-Azam Medical College, and different banks located at various geographic locations of Bahawalpur region of Pakistan. Data was collected through self administered questionnaire and analyzed by using regression through SPSS. The results have been drawn from 150 users of NISHAT LINEN and it was found that there is positive and significant relationship among reputation, customer satisfaction, trust and customer loyalty. Hence the studies give the positive sign that with the increment of reputation, customer satisfaction and trust the customer loyalty enhances.  

scholarly journals Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

2014 ◽  
Vol 13 (2) ◽  
pp. 311-321 ◽  
Author(s):  
Michelle Mynlieff ◽  
Anita L. Manogaran ◽  
Martin St. Maurice ◽  
Thomas J. Eddinger
Keyword(s):  
Student Learning ◽  
Introductory Biology ◽  
Act Scores ◽  
Writing Assignments ◽  
Traditional Lecture ◽  
Calibrated Peer Review ◽  
Written Recall ◽  
Introductory Biology Course ◽  
Retention Of Knowledge ◽  
Improve Student Learning

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors.

100 Days Outcome of Severe Wasting in Hospitalized Infants < 6 Months Age

2021 ◽  
pp. 1-21
Author(s):  
Jai Prakash Patel ◽  
Rajesh Kumar Meena ◽  
Dheeraj Shah ◽  
Piyush Gupta
Keyword(s):  
Urban Poor ◽  
Prospective Observational Study ◽  
Close Monitoring ◽  
Z Score ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Medical College ◽  
Discharge From Hospital ◽  
Poor Population

Abstract Objective: To assess the outcome of severe wasting in infants below 6 months of age Design: A prospective observational study conducted between January 2017 to October 2018 Setting: A medical-college affiliated hospital in Eastern Delhi, catering mainly to the urban poor population Participants: All children with severe wasting (weight-for-length Z score (WLZ) < -3 SD) between 1 to 6 months age, requiring hospitalization Results: Out of 50 children enrolled, during hospitalization, 42 (84%) recovered (weight-for-length Z score (WLZ) > -3 SD) and discharged; the median (IQR) duration of stay was 9.5 (6.5, 13.0) days. After 100 days of enrolment, sustained cure (WLZ > -2SD) could be achieved in only 15 (30%) infants, while another 14 (28%) recovered from severe wasting, but remained in moderately wasted state (WLZ between -2 to -3 SD). Overall, there were 3 (6%) deaths (all during first week of hospitalization); 3 (6%) relapses and 15 (30%) defaulters (5, 5, 2, 1 and 2 defaulted during hospitalization, at day 15, day 60, day 75 and day 90, respectively). Conclusions: The overall recovery rate from severe wasting in infants below 6 months was below the acceptable levels. In order to achieve better long-term outcome, community linkage services after discharge from hospital are required for supervised feeding, close monitoring and supportive care.

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