在生物医学课程中增加观众应答系统可改善学习环境和学生成绩。

IF 1.2 4区 教育学 Q4 BIOCHEMISTRY & MOLECULAR BIOLOGY Biochemistry and Molecular Biology Education Pub Date : 2024-08-24 DOI:10.1002/bmb.21859
Neha Parikh, Emily Hansen-Kiss, Walid Fakhouri, Julian N. Holland, Harold Henson, Richard Halpin
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引用次数: 0

摘要

在美国一所大型牙科学校的一门生物医学说教课程中,评估了观众反应系统(ARS)在改善学习环境和提高学生成绩方面的效果。对教师和学生在多学科生物医学课程中使用基于 Top Hat 的 ARS 的经验进行了调查。在使用 ARS 之前和之后,对免疫学和发育生物学等具有挑战性的章节的平均考试分数和成绩分布进行了比较。采用皮尔逊卡方检验、似然比检验、学生 t 检验和使用贝塔回归模型的费雪精确检验来评估统计显著性(P<0.05)。
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Addition of an audience response system in a biomedical science course improves learning environment and student performance

The effectiveness of incorporating an audience response system (ARS) in improving the learning environment and student performance was assessed in a didactic biomedical science course at a large US dental school. Instructors and students were surveyed for their experiences of using Top Hat-based ARS in a multi-disciplinary biomedical science course. Average exam scores and grade distribution for challenging sections on immunology and developmental biology were compared before and after incorporating ARS. Pearson's chi-squared test, likelihood ratio test, Student's t-test and Fisher's exact test using beta regression model were used to assess statistical significance (p < 0.05). Student survey results with 78% (82/105) response rate, indicated that incorporating ARS improved student engagement, reinforced lecture material, and prepared them better for exams (p < 0.0001). Sixty seven percent of student respondents recommended continued integration of ARS questions in lectures (p < 0.0001). Although faculty survey data (n = 5, 100% response rate) were not statistically significant, the majority of faculty agreed that real-time feedback through ARS allowed them to appropriately pace lecture delivery and restructure forthcoming material. The average exam scores and grade distribution for challenging sections showed modest improvement after incorporation of ARS (p < 0.05). There was no significant correlation between final course grades and ARS grades for participation or correctness. Incorporating the ARS in a multi-disciplinary biomedical science course is perceived by faculty and students as an effective instructional approach that improves the learning environment, teaching strategies, and student performance.

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来源期刊
Biochemistry and Molecular Biology Education
Biochemistry and Molecular Biology Education 生物-生化与分子生物学
CiteScore
2.60
自引率
14.30%
发文量
99
审稿时长
6-12 weeks
期刊介绍: The aim of BAMBED is to enhance teacher preparation and student learning in Biochemistry, Molecular Biology, and related sciences such as Biophysics and Cell Biology, by promoting the world-wide dissemination of educational materials. BAMBED seeks and communicates articles on many topics, including: Innovative techniques in teaching and learning. New pedagogical approaches. Research in biochemistry and molecular biology education. Reviews on emerging areas of Biochemistry and Molecular Biology to provide background for the preparation of lectures, seminars, student presentations, dissertations, etc. Historical Reviews describing "Paths to Discovery". Novel and proven laboratory experiments that have both skill-building and discovery-based characteristics. Reviews of relevant textbooks, software, and websites. Descriptions of software for educational use. Descriptions of multimedia materials such as tutorials on various aspects of biochemistry and molecular biology.
期刊最新文献
Issue Information Cinemeducation improves early clinical exposure to inborn errors of metabolism. The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses. Encourage self-learning and collaborative learning through gamification during COVID-19 pandemic: A case study for teaching biochemistry. A plant mutant screen CURE integrated with core biology concepts showed effectiveness in course design and students' perceived learning gains.
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