Promoting active learning of graduate student by deep reading in biochemistry and microbiology pharmacy curriculum

Ren, Ping

doi:10.1002/bmb.21038

Cited by 6 publications

(3 citation statements)

References 55 publications

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“…The outcome measures for these studies were gathered by evaluating students' opinions through focus group interviews. Similarly, EBTP such as deep reading of papers implemented in a study by Peng (2017) enhanced research skills as students got involved in literature search, analysing, evaluating, and presenting of research data.…”

Section: Higher-order Thinking Skillsmentioning

confidence: 99%

The Effectiveness of Evidence-Based Teaching Practices in Biomedical Sciences on Students’ Learning Experience: A Systematic Literature Review

Goradia

Blackley

Southam

et al. 2023

IJISME

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The traditional didactic approach to teaching in biomedical sciences falls short of providing students with the 21st century competencies necessary to meet the socioeconomic demands placed upon them. Tertiary biomedical science educators have sought empirical evidence to identify the best practices to meet these demands, each of which have an element of actively involving students in their learning, as opposed to passive and didactic instructional approaches. This review synthesises the literature on evidence-based teaching practices (EBTPs) implemented in biomedical science disciplines and investigates the impact of EBTPs on students’ learning experiences through a systematic review. Seventy-eight studies were analysed, providing a comprehensive review of teaching practices that supported active learning in biomedical science disciplines. The findings revealed that EBTPs had significant impact on students’ academic performance and learning experiences to enhance higher-order thinking skills and self-directed learning, despite the variation in educational setting. A range of instructional strategies and technologies that supported active learning experiences were identified in this review, and the findings provide an evidence base to inform pedagogical decisions regarding the implementation of EBTPs and may serve as an impetus for instructors to implement active learning strategies based on this empirical evidence.

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Section: Higher-order Thinking Skillsmentioning

confidence: 99%

The Effectiveness of Evidence-Based Teaching Practices in Biomedical Sciences on Students’ Learning Experience: A Systematic Literature Review

Goradia

Blackley

Southam

et al. 2023

IJISME

View full text Add to dashboard Cite

show abstract

“…Deep reading of primary resourses has been reported to beneficial in promoting active learning among students in certain topics in sciences [1]. Deep reading activities emphasize the thorough understanding in specialized topics, but also building of self-awareness of the students [2].…”

Section: Introductionmentioning

confidence: 99%

Deep Reading as Instrument to Increase Student’s Learning Comprehensiveness in Food Chemistry Course

Savalas¹

2022

Preprint

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In this study, a structured-students-assignment has been employed to toincrease students learning experiences in food chemistry course. Population were 15students undertaking food chemistry course of which only one male student. In thefirst half semester, students experienced classical lectures of food chemistry, such aschemistry of lipids, antioxidants, preservatives, food additive and food safety.Students were, in a group of three persons, asked to seek for relevant article inscientific journal related to certain topics in food chemistry. Students had opportunityto discuss their chosen article to facilitate a better understanding in respective article.Students were further requested to present the article in the class room. This sessionwas followed by question and answer session either with their peer or with supervisor.Following analysis of questionnaires, it was revealed that the students respondedpositively in all aspects of the assignment, underlining that they gain unprecedentedexperience during the course which helped them to understand topics in food sciencemore comprehensively. Hence, it is arguable that similar approach might also beadapted in other elective course.

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“…For the time being, fast changes are occurring beyond China's educational system, where massive internalization and globalization have rehabilitated the knowledge structure of enterprises and professions (Peng, 2017). As a result, the rise of the most recent transdisciplinary necessitates the development of multi-dimensional talents in science students, such as self-learning, transformable learning, and lifelong learning, among other things (Cui & Wang, 2014).…”

Section: Introductionmentioning

confidence: 99%

Rethinking ‘Practice’ in Traditional Thoughts and Implications for Science Education Innovation in China

Li¹,

Zhou²,

Zhu³

et al. 2022

JECS

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This paper aims at explore what we can learn from rethinking ‘practice’ in traditional Chinese thoughts for today’s improvement of science education in using Problem-Based Learning (PBL). This firstly drives a discussion on four dimensions of Traditional Practical Learning (TPL): 1) practice varying learning, 2) learning in practice, 3) reflective learning on practice, and 4) learning to practice. It further helps to summarize both advantages and limitations of TPL. Secondly, the summary brings ideas on how to enrich our understanding of practical learning and experiential learning models in Chinese science education. Finally, PBL is regarded as one of the potential strategies to innovate contemporary science education that drives an analysis on how to make localization of PBL through TPL in a Chinese context. Briefly, this paper contributes to bridging diverse perspectives of being historical, cultural, and contemporary to address appropriate strategies in science education innovation in China.

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Promoting active learning of graduate student by deep reading in biochemistry and microbiology pharmacy curriculum

Cited by 6 publications

References 55 publications

The Effectiveness of Evidence-Based Teaching Practices in Biomedical Sciences on Students’ Learning Experience: A Systematic Literature Review

The Effectiveness of Evidence-Based Teaching Practices in Biomedical Sciences on Students’ Learning Experience: A Systematic Literature Review

Deep Reading as Instrument to Increase Student’s Learning Comprehensiveness in Food Chemistry Course

Rethinking ‘Practice’ in Traditional Thoughts and Implications for Science Education Innovation in China

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