Introducing problem‐based learning into a traditional lecture course

Johnson, Elizabeth; Herd, Susanna; Andrewartha, Kathy; Jones, Steve B; Malcolm, S. A.

doi:10.1002/bmb.2002.494030020023

Cited by 18 publications

(15 citation statements)

References 6 publications

(8 reference statements)

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“…see Refs. 1–3]. We chose to build upon existing examples at the University of Rochester that have been successful in introductory courses at lower levels in biology, chemistry, physics, and computer science, for example [see Ref.…”

Section: The Challenge Of Conversionmentioning

confidence: 99%

An innovative selection and training program for problem‐based learning (PBL) workshop leaders in biochemistry*

Platt

Barber

Yoshinaka

et al. 2003

Biochem Molecular Bio Educ

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We describe here a novel and effective structure to support the replacement of traditional recitation sections in a large upper level biochemistry course with small student-led problem-based learning (PBL) groups ("workshops") that employ a cooperative learning approach. This is part of an ongoing campuswide effort to establish and maintain such workshops as a viable and integral component of many undergraduate courses at the University of Rochester. In biochemistry, for each workshop group of 8 -10 students, we rely on a student leader, usually recruited from the previous year's pool of top students, whose function is both to guide and to inspire the group effort. A crucial component of our approach is that these leaders participate in a semester-long credit-bearing training course co-taught by the course instructors and an educational specialist. In this course, leaders review the preceding and upcoming weeks' workshops and study selected aspects of learning theory, group dynamics, and diversity training. Overall our workshop leaders feel that they benefit substantially from this training by improving their pedagogical skills in the context of biochemistry, by putting theories about group leadership and learning into practice, and by solidifying their working biochemical knowledge. We believe that the important features of implementing our model (the incorporation of a problem-based learning approach into a student-led small group format) are: 1) the teamwork as co-equals between the course instructors and the educational specialists, 2) the concurrent iterative training of the workshop leaders in a credit-bearing course of study, 3) the built-in leader turnover (normally a frustrating occurrence) as a beneficial component of the course, and 4) the enthusiasm and commitment to biochemistry displayed to current students by their peer leaders.Keywords: PBL workshops, peer-leader training, educational partnership, teaching biochemistry, upper level undergraduate courses.At the University of Rochester over the past 3 years, we have replaced traditional weekly recitations in a large college level introductory biochemistry course with small cooperative learning groups. These "workshops," as we call them, employ a problem-based learning (PBL) 1 format with groups of 8 -10 students meeting weekly for 2 h to solve descriptive biochemistry problems in a cooperative learning context. We have also found that the effectiveness of our workshops has been greatly improved by having a skilled leader present to facilitate inquiry and promote uniform participation in contrast to a "leaderless" PBL format that may be appropriate in other situations. There are a number of administrative and pedagogical challenges involved in this type of undertaking, not the least of which is the dual requirement for an increased number of leaders (both a recruitment and a budgetary hurdle) and the need for training that prepares leaders to facilitate workshops effectively. We describe here our solutions to these problems, which also yielded sever...

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Section: The Challenge Of Conversionmentioning

confidence: 99%

An innovative selection and training program for problem‐based learning (PBL) workshop leaders in biochemistry*

Platt

Barber

Yoshinaka

et al. 2003

Biochem Molecular Bio Educ

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“…Similarly, Johnson et al . noted that students using a combined PBL‐lecture format were better at integrating biochemical concepts in an applied nutrition class. The topics included anorexia, energy requirements for a triathlete, vitamin D deficiency, and dietary implications of cystic fibrosis.…”

Section: How To Develop a Case Studymentioning

confidence: 99%

A guide to using case‐based learning in biochemistry education

Kulak

Newton

2014

Biochem Molecular Bio Educ

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Studies indicate that the majority of students in undergraduate biochemistry take a surface approach to learning, associated with rote memorization of material, rather than a deep approach, which implies higher cognitive processing. This behavior relates to poorer outcomes, including impaired course performance and reduced knowledge retention. The use of case-based learning (CBL) into biochemistry teaching may facilitate deep learning by increasing student engagement and interest. Abundant literature on CBL exists but clear guidance on how to design and implement case studies is not readily available. This guide provides a representative review of CBL uses in science and describes the process of developing CBL modules to be used in biochemistry. Included is a framework to implement a directed CBL assisted with lectures in a contentdriven biochemistry course regardless of class size. Moreover, this guide can facilitate adopting CBL to other courses. Consequently, the information presented herein will be of value to undergraduate science educators with an interest in active learning pedagogies. V C 2014 by The International Union of Biochemistry and Molecular Biology, 42(6): 457-473, 2014.

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“…Further, problembased learning is flexible. It can be supplemented with additional instructional material such as podcasts and worksheets to ensure the same breadth of knowledge is provided as in conventional lectures (Johnson, Herd, Andrewartha, Jones, & Malcolm, 2002).…”

Section: Transition From Memorizing To Solving: Tackling Hard Issuesmentioning

confidence: 99%

Initiating Innovation in Post-secondary Institutions – Customizing Teaching and Learning Environments: Collective Reflections from the 2014 Cohort of 3M National Student Fellows

Carroll

Chandrashekhar

Huang

et al. 2015

CELT

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In light of the enormous changes presently unfolding in the higher education landscape, we do not have to look too far to recognize evidence of the transformation and redefinition of the construct of both teaching and learning in the information age. With a growing focus on teaching and learning at all levels of post-secondary institutions, innovation is reflective in the introduction of new learning spaces, state-of-the-art technology-enhanced education, and prominence given to discussions about adapting teaching and learning to the twenty-first century. Likewise, in this article we examine the reflections, ideas, conversations and exchanges inspired by the cohort's plenary planning discussions and the current innovations reshaping Canadian higher education.

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Introducing problem‐based learning into a traditional lecture course

Cited by 18 publications

References 6 publications

An innovative selection and training program for problem‐based learning (PBL) workshop leaders in biochemistry*

An innovative selection and training program for problem‐based learning (PBL) workshop leaders in biochemistry*

A guide to using case‐based learning in biochemistry education

Initiating Innovation in Post-secondary Institutions – Customizing Teaching and Learning Environments: Collective Reflections from the 2014 Cohort of 3M National Student Fellows

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