The TRIPSE (tri-partite problem solving exercise), a process-oriented exam that mimics the scientific process, was used previously in small classes (15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25). Provided limited data, students frame explanations and design experimental tests that they later revise with additional information. Our 6-year experience using it with larger numbers (155-204) in a freshman biology course, suggests that it could provide a means of assessing individual student performance.Students rated the learning value of this experience to be significantly higher than a standard MCQ on a 10-point scale (TRIPSEs 8.2, CI 8.1/8.4 vs. MCQs 4.9, CI 4.8/5.1, n 5 712). Additionally, we tested one cohort (n 5 146) with a group TRIPSE (groups of 6), and found that this variant also provided a valuable learning experience (8.0, CI 7.7/ 8.3). V C 2013 by The International Union of Biochemistry and Molecular Biology, 41(3): [145][146][147][148][149][150][151][152][153][154][155] 2013
Background: Cervical cancer is preventable with regular PAP tests and the human papillomavirus (HPV) vaccine. Objective: Identify factors influencing initiation into regular sexual health examinations within a group of undergraduate health science students who have high parental SES. Methods: After reviewing the literature, a survey of knowledge, attitudes and behaviors about HPV exposure and cervical cancer prevention through vaccination and cervical cancer screening was developed. The survey was circulated using a web-based survey tool to undergraduate Faculty of Health Sciences student. Results: Two hundred and three students at McMaster University completed the survey. The sample included 72% women and 28% men. The mean age was 19.4 years. This sample represents a population of young adults who the previous literature would suggest are most likely to have regular health care since they are affluent (FAS greater than 6.7 ± 1.4). This group is also motivated in health education as 83.3% knew about the HPV vaccine and 76.4% could define the purpose of a PAP smear. Both male and female students were more likely to consult their family doctor about sexual health than their family. More than half of sexually active females have a family doctor, 82.1% of which visit them regularly. Sexually active women visit more regularly than sexually inactive women (p 0.01). The majority (66%) are comfortable discussing sexual health with their family doctor, yet only 62.5% of women have had this discussion. 57% of sexually active women and less that 1% of non-sexually active women had had a PAP smear or a pelvic exam. Conclusion: These affluent and well educated students do not appear to be able to apply their knowledge of HPV and PAP smears to their own sexual health. Thus they require access to tools that help motivate university students to personalize information and make important health decisions.
Students measure out their lives, not with coffee spoons, but with grades on examinations. But what exams mean and whether or not they are a bane or a boon is moot. Senior undergraduates (A. Perrella, J. Koenig, and H. Kwon) designed and administered a 15-item survey that explored the contrasting perceptions of both students (n = 526) and faculty members (n = 33) in a 4-yr undergraduate health sciences program. A series of statements gauged the level of agreement on a 10-point scale. Students and faculty members agreed on the value of assessing student learning with a variety of methods, finding new information to solve problems, assessing conceptual understanding and logical reasoning, having assessments with no single correct answer, and having comments on exams. Clear differences emerged between students and faculty members on specific matters: rubrics, student choice of exam format, assessing creativity, and transfer of learning to novel situations. A followup questionnaire allowed participants to clarify their interpretation of select statements, with responses from 71 students and 17 faculty members. All parties strongly agreed that exams should provide a good learning experience that would help them prepare for the future (students: 8.64 ± 1.71 and faculty members: 8.03 ± 2.34).
This commentary describes an assessment exercise known as the TRIPSE (Tri-Partite Problem Solving Exercise) that mimics science in operation. Students frame hypotheses based on limited data, design experiments to test them, which they later revise with new information. It is emphasised that there are no single correct answers, only sets with varying degrees of plausibility. The approach is flexible and can be adapted to any of the basic biomedical sciences and for students at multiple levels, undergraduate to graduate. In comparison to other testing methods, this process-oriented exercise provides a better learning experience. It captures the excitement and fascination of science and gives students a more realistic view of how scientists function.
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