INTERVALIC GROUP DISCUSSION EXCITES INTEREST IN BIOCHEMISTRY LEARNING

Xiujuan Xin, Dongzhi Wei

Abstract


The purpose of this study was to evaluate students’ academic outcomes after implementation of the intervalic group discussion pedagogics in biochemistry curriculum for Applied chemistry students.

Design: 300 students were saparated into two cohorts, one taught with the traditional lecture-based methods and the other adopted the intervalic group discussion approach in biochemistry course. The effects of the two kinds of pedagogics analysis by comparing four exam scores during the semester, the final exam score was the most determining one for GPA grades.

Results: There have no statistically differences in the mean scores of the final exam score (p=0.599) among all students. However, the cohorts with intervalic group discussion instructional method were more apt to catch the abstractive concenptions and metabolism pathways, and they were expert on expliaing biological phenomenon and regulating microbial fermentations.     If the test contents involved more applied questions during the semesster, like exam 2 and exam 3 (p<0.05), the mean exam scores were higher in the intervalic discussion group than in the traditional one. The abstract conceptions or the metabolism pathways were thought easier to understand after group discussion.

Conclusion: Student cohorts who taught using the intervalic group discussion approach statistically outperformed those who received the traditional lecture-based instructional method in biochemistry learning.

Keywords


Group discussion; Study efficience; Educational measurement; Exam score

Full Text:

PDF

References


Berk, R,A. and Mckeachie, W, J. (2013): Top 10 Flashpoints in Student Ratings and the Evaluation of Teaching: What Faculty and Administrators Must Know to Protect Themselves in Employment Decisions. Sterling, VA: Stylus Publishing. Colorado, pp.66-72.

Bleske B E, Remington TL, Wells TD, Klein KC,Guthrie SK, Tingen JM, Marshall VD, Dorsch MP. (2016) A randomized crossover comparison of team-based learning and lecture format on learning outcomes. American Journal of Pharmacology Education, 6, 80-120.

Bobby, Z., Nandeesha, H., Sridhar, M. G., Soundravally, R., Setiya, S.and Babu, M. S. (2014). Identification of mistakes and their correction bya small group discussion as a revision exercise at the end of a teachingmodule in biochemistry. National Medical Journal of India, 27, 22-23.

Demirören, M., Turan, S., and Öztuna, D. (2016). Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning. Medical Education, 21, 30049-30043.

Donald, H.L., Lowman, J.D., Eidson, C.A., and Yuen, H.K. (2017). Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States. Journal of Educational Evaluation for Health Professions, 14:(3), 1-5.

Ezeanolue, E. E., Menson, W., Patel, D., Aarons, G., Olutola, A., Obiefune, M., Dakum, P., Okonkwo, P., Gobir, B., Akinmurele, T., Nwandu, A., Khamofu, H., Oyeledun, B., Aina, M., Eyo, A., Oleribe, O., Ibanga, I., Oko, J., Anyaike, C., Idoko, J., Aliyu, M.H.and Sturke, R. (2018). Gaps and strategies in developing health research capacity: experience from the Nigeria Implementation Science Alliance. Health Research Policy System, 12: 16(1),10-17.

Feldberg, R. S. (2001). The new biochemistry: In praise of alternate curricula. Biochemistry and Molecular Biology Education, 29, 222-224.

Gryka, R., Kiersma, M.E., Frame, T.R., Cailor, S.M. and Chen, A.M.H. (2017). Comparison of student confidence and perceptions of biochemistry concepts using a team-based learning versus traditional lecture-based format. Current Pharmacology of Teaching and Learning, 9(2), 302-310.

Hazel, S.J., Heberle, N., McEwen, M.M. and Adams, K. (2013). Team-based learning increases active engagement and enhances development of teamwork and communication skills in a first-year course for veterinary and ani¬mal science undergraduates. Journal of Veterinary Medical Education, 40, 333-341.

Huitt, T.W., Killins, A. and Brooks, W.S. (2015). Team-based learning in the gross anatomy laboratory improves academic performance and students’ at¬titudes toward teamwork. Anatomical Sciences Education, 8, 95-103.

Koles, P.G., Stolfi, A., Borges, N.J., Nelson, S. and Parmelee, D.X. (2010). The impact of team-based learning on medical students’ academic performance. Academic Medicine, 85,1739-1745.

Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. P., Westers, P. and Croiset, G., (2013). How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education, 18(1), 57-69.

Marbach, G. and Hunt, C. R. (2016). A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner Centered Teaching. CBE-Life Sciences Education. 15, 1-14.

Michaelsen, L.K., Parmelee, D., McMahon, K.K. and Levine, R. (2009): Team-based learning for health profession education: A guide to using small groups for improving learning. Editor, Diane M.B. Stylus publishing. Colorado, Pp. 47-48.

Schneeb, D., Camielc, L.D., Zaikenb, K., Mistryb, A., Nigroa, S., Tataronisd, G., Patelb, D. and Jacobsonb, S. (2017). Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery Catherine Taglieria. Current Pharmacology Teaching and Learning, 9 (3), 391-397.

Surapaneni, K.M. (2010). The effect of integrated teaching with case based learning (CBL) in the biochemistry of undergraduate medical curriculum. Journal of Clinical and Diagnostic Research, 4(5), 2792-2797.

Kühl, S.J., Toberer, M., Keis, O., Tolks, D., Martin, R. and Michael, F. (2017). Concept and benefits of the Inverted Classroom method for a competency-based biochemistry course in the pre-clinical stage of a human medicine course of studies. GMS Journal fro Medical Education, 34(3), 2366-5017.

Tansey, J. T., Baird, T., Cox, M. M., Fox, K. M., Knight, J., Sears, D. and. Bell, E. (2013). Foundational concepts and underlying theories formajors in “biochemistry and molecular biology.” Biochemistry and Molecular Biology Education, 41, 289-296.

Vanderlelie, J. (2013). Improving the student experience of learning and teaching in second year biochemistry: Assessment to foster a creative application of biochemical concepts. International Journal of Innovatation in Science and Mathematics, 21, 46-57.

Wills, G.B. (2004). Cognitive Interviewing: A Tool for Improving Questionnaire Design. CA: Sage Publications. Thousand Oaks, 35-54.

Wright, A., Provost, J., Roecklein-Canfield, J. A. and Bell E. (2013). Essential concepts and underlying theories from physics, chemistry, and mathematics for “biochemistry and molecular biology” majors. Biochemistry and Molecualr Biology Education, 41, 302-308.

Inter professional Education Collaborative Expert Panel. Core compe¬tencies for interprofessional collaborative practice: report of an expert panel. Washington (DC): Interprofessional Education Collaborative; 2011.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2019 INTERNATIONAL EDUCATION AND RESEARCH JOURNAL