Undergraduate Performance in Solving Ill-Defined Biochemistry Problems

Sensibaugh, Cheryl A.; Madrid, Nathaniel J.; Choi, Hye-Jeong; Anderson, William L.; Osgood, Marcy P.

doi:10.1187/cbe.15-04-0106

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…Students taking biochemistry have been found to exhibit deficient problem-solving skills. An Individual Problem-Solving Assessment (IPSA) tool has been developed for use in biochemistry courses for testing “student performance in scientific problem solving... and probing the qualitative nature of unsatisfactory solutions.”…”

Section: Student Understanding and Other Characteristicsmentioning

confidence: 99%

A Review of Biochemistry Education Research

Lang

Bodner

2020

J. Chem. Educ.

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Reports of the results of research within the emerging field of biochemistry education are appearing at an ever-increasing rate. Capturing an image of the landscape of Biochemistry Education Research (BCER) is complicated, however, by the interdisciplinary nature of biochemistry courses that may be taught at different levels and in different departments, even at the same institution. To develop a model that provides a sense of what research has been done, so far, we have investigated the literature on biochemistry education research within the contexts of the traditional biochemistry lecture and laboratory environments as well as courses taught within the health sciences, medicinal chemistry, chemical biology, and molecular biology, as well as courses that combine biochemistry with other topics in chemistry, such as general chemistry and organic chemistry. We found that existing BCER has focused primarily on the lecture/classroom environment. Only about one-fourth of the BCER literature has been based on research in the laboratory setting. We also noted that the primary focus of research done so far has been on the structure/function properties of proteins. The goal of this review was a holistic understanding of the results of BCER that could be used by instructors to shape classroom practice as well as to provide BCER practitioners with an idea of the gaps in the existing literature that could be filled by future research. To transform the results of our analysis into a publishable form, we have used a format in which brief summaries of the topics of the BCER papers are presented.

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Section: Student Understanding and Other Characteristicsmentioning

confidence: 99%

A Review of Biochemistry Education Research

Lang

Bodner

2020

J. Chem. Educ.

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“…The biochemistry classes integrated a variety of active learning opportunities and assessment modalities. Biochemistry was the central basic science course based on the intrinsic integrative nature of the discipline and on learner problem-solving strategy research of undergraduate Biochemistry students by one of the authors (MO) ( Anderson et al ., 2011 ; Sensibaugh et al ., 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Medical Students at Risk: Practical Lessons after 10 years of a Premedical Enrichment Program

DeVoe¹,

Osgood²,

Shane³

2019

MedEdPublish

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Introduction:At the impending conclusion of a ten-year post baccalaureate program, the authors evaluated our Premedical Enrichment Program (PrEP) for effectiveness and component transferability to the medical curriculum. The study focused on two research questions: 1) was the PrEP successful in matriculating well prepared educationally disadvantaged students to medical school, and, 2) What did PrEP students value most about the program? Methods:We matched 61 PrEP participants to a nonparticipating student of the same cohort, age, ethnic status, gender, economic disadvantage, MCAT score, and undergraduate GPA. We compared Step 1 performance and academic performance. An online survey tool collected student views on PrEP program effectiveness and retrospective pre-post questions regarding academic preparedness.Results: PrEP student academic outcomes were equal to those of the matched comparison group despite higher MCAT scores and GPAs for the latter. Students valued the strong program relationships they built, ensuring study partners and emotional support during medical school. Students reported that the PrEP increased biochemistry knowledge, improved study skills, familiarized them with medical school processes, and introduced them to an active learning pedagogy. They expressed gratitude for having the opportunity to study medicine. They felt the program built their confidence, encouraged professional identity exploration, and that their diverse experiences and challenges were valued. Discussion/Conclusion:Results reiterate the importance of the social learning environment, the potential to strengthen academic performance by building genuine and long lasting relationships, and the subsequent potential for growth in confidence for medical school. Interconnected course content reinforces new learning and student confidence with learning strategies. Important goals for educationally disadvantaged student success include building these trust relationships with significant faculty and student colleagues. Confidence and trust have the opportunity to grow with authentic performance successes, witnessed, shared, and confirmed by sympathetic peers and faculty.

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How Well Do Teachers Predict Students’ Actions in Solving an Ill-Defined Problem in STEM Education: A Solution Using Sequential Pattern Mining

Lien

2020

IEEE Access

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Undergraduate Performance in Solving Ill-Defined Biochemistry Problems

Abstract: This mixed-methods study retrospectively examines the competency of graduating biochemistry majors in areas related to scientific process, including the abilities to generate hypotheses, design experiments, evaluate data, draw conclusions, and reflect upon performance.

Cited by 3 publications

References 28 publications

A Review of Biochemistry Education Research

A Review of Biochemistry Education Research

Medical Students at Risk: Practical Lessons after 10 years of a Premedical Enrichment Program

How Well Do Teachers Predict Students’ Actions in Solving an Ill-Defined Problem in STEM Education: A Solution Using Sequential Pattern Mining

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