Comparison of student performance in cooperative learning and traditional lecture‐based biochemistry classes

Abstract

Student performance in two different introductory biochemistry curricula are compared based on standardized testing of student content knowledge, problem-solving skills, and student opinions about the courses. One curriculum was used in four traditional, lecture-based classes (n ‫؍‬ 381 students), whereas the second curriculum was used in two cooperative learning classes (n ‫؍‬ 39 students). Students in the cooperative learning classes not only performed at a level above their peers in standardized testing of content knowledge and in critical thinking and problem-solving tasks (p < 0.05), but they also were more positive about their learning experience. The testing data are in contrast to much of the medical school literature on the performance of students in problem-based learning (PBL) curricula, which shows little effect of the curricular format on student exam scores. The reason for the improvement is undoubtedly multifactorial. We argue that the enhancement of student performance in this study is related to: 1) the use of peer educational assistants, 2) an authentic PBL format, and 3) the application of a multicontextual learning environment in the curricular design. Though educationally successful, the cooperative learning classes as described in this study were too resource intensive to continue; however, we are exploring incorporation of some of the "high context" aspects of the small-group interactions into our current lecture-based course with the addition of on-line PBL cases.

Improved performance of students instructed in a hybrid PBL format

“…PBL is often favored over conventional education by both students and teachers. There is evidence which show that PBL is associated with a higher gain in medical competencies, in particular in interpersonal and cognitive domains [7,8]. In addition, graduates of PBL curricula may retain their knowledge over a longer period of time and may be better prepared for life-long learning, that is keeping up with the development of medical knowledge [5].…”

Teachers as learners in a cooperative learning biochemistry class

“…Next Steps-As mentioned in the accompanying article [6], it was not practical to continue the coop course in its original form for another semester. However, we wanted to incorporate some of the positive factors that led to student and EA and faculty learning into our regular curriculum.…”

“…Biochemistry Education Course Design-The nonmajors introductory biochemistry course that was based upon cooperative learning principles (the "coop" course) is described fully in the accompanying article [6]. It consisted of ϳ20% lectures and 80% case-based small group tutorials.…”

“…Assessment of the performance of the students in this nonmajors introductory course is discussed in the accompanying article [6] and will not be further elaborated here. We were also interested in documenting, at least in part quantitatively, any increases in knowledge and alterations in attitude experienced by our EAs as a result of their tutoring experience and their concomitant participation in a biochemistry education course that was designed to increase their understanding of the teaching and learning processes.…”

Lecture‐free biochemistry

“…The approach described here is by no means the first attempt to teach biochemistry in an active learning format. Problem based learning [11,12] and case-based instruction [13][14][15] both rely on active learning to promote skill development in biochemistry; however, the materials we developed and utilize are distinct from these approaches in that they use guided inquiry for conceptual development and enhance student problem solving using single class period activities. Availability of single class period activities is essential in promoting gradual adoption of active learning by a wide variety of instructors.…”