Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research

Wiggins, Benjamin; Sefi-Cyr, Haley; Lily, Leah S.; Dahlberg, Caroline L.

doi:10.1128/jmbe.00158-21

Cited by 10 publications

(10 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Repetition of a subject is one of the principles of learning (Gagne & Briggs, 1974). Students and professionals within the medical health ecosystem were found to engage more in their education and improve knowledge acquisition and retention through repetition (Khadjooi et al, 2011; Wiggins et al, 2021). Additionally, spaced repetition has been established to amplify the learning experience and improve knowledge retention (Kang, 2016; Smolen et al, 2016; Tabibian et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Improving physiotherapy students' anatomy learning experience and short‐term knowledge retention—An observational study in Malta

Cuschieri

Narnaware

2023

Anatomical Sciences Ed

View full text Add to dashboard Cite

Anatomy is physiotherapy's foundation. However, undergraduate classroom learning and knowledge acquisition‐retention remain questionable. This study explored the possibility of improving this learning experience and evaluates the gross anatomy of abdomen and pelvis short‐term knowledge retention among first‐year physiotherapy students in Malta. The online Kahoot! game‐based quiz platform was used through an instructor‐designed best‐of‐four multiple‐choice questions. Correctly answered questions and Kahoot! scores generated by the platform were utilized to measure knowledge retention. Kahoot! sessions 1 and 3 shared similar attendance and response rate and were compared together. The Mann–Whitney U test was used to compare Kahoot! scores and Chi test for trend to compare correctly answered questions. Students' perceived learning experiences before and after the introduction of the Kahoot quizzes were gathered through Likert scores and analyzed using McNamar's chi‐square test. Overall, a significantly increased trend in correctly answered questions (χ2: 23.38, p‐value: <0.001) across the Kahoot! sessions were evident. Four questions out of 12 exhibited significant Kahoot! scores differences. Students reported better learning experiences following the initiation of Kahoot! (χ2: 5.1, p‐value: 0.02). Indeed, all students agreed that the use of the interactive quiz improved their anatomy short term knowledge retention. Introducing an online interactive quiz as part of the lecture program may be useful to improve the learning experience and anatomy knowledge retention among physiotherapy students.

show abstract

Section: Discussionmentioning

confidence: 99%

Improving physiotherapy students' anatomy learning experience and short‐term knowledge retention—An observational study in Malta

Cuschieri

Narnaware

2023

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…in Curriculum and Instruction, was a Research Assistant on the project, has experience in clinical psychology, and has prior publications using qualitative coding and interview research in education (Dahlberg et al, 2019; B. L. Wiggins et al, 2017, 2021).…”

Section: Methodsmentioning

confidence: 99%

“…Facilitation of interviews and transcription were completed by an experienced qualitative researcher (LSL) who has an M.Ed. in Curriculum and Instruction, was a Research Assistant on the project, has experience in clinical psychology, and has prior publications using qualitative coding and interview research in education (27)(28)(29).…”

Section: Qualitative Interviewsmentioning

confidence: 99%

Public exams decrease anxiety and facilitate deeper conceptual thinking

Wiggins

Lily

Busch

et al. 2022

Preprint

Self Cite

View full text Add to dashboard Cite

Assessment methods across post-secondary education are traditionally constrained by logistics, built on prior practice instead of evidence, and contribute to the inequities in education outcomes. As part of attempts to improve and diversify the methods used in assessment, the authors have developed a flexible and low-tech style known as ‘public exams’ based in best practices. Public exams attempt to bring students authentically into the process of assessment through the use of pre-released portions of the exam. Through mixed-methods research at a closely-matched pair of an R1 and a community college classroom, we observe significant signals of positive impact from the public exam on student experiences. Public exams appear to result in deeper thought, more efficiently direct students to the core concepts in the discipline, and decrease anxiety in and around the exams. The public exam experience does not show evidence for exacerbating gaps in exam outcomes for students from minoritized backgrounds. This evidence suggests that public exams are an evidence-based, useful assessment style for instructors looking to improve their assessment design and implementation.

show abstract

“…A corresponding decrease was seen in perceived collaboration in collecting and analyzing data (see Figure 2, Question 1). An important aspect of any CURE is having the opportunity to repeat an experiment-that is, iteration (Wiggins et al 2021). Iteration is defined as the ability to respond to failure, as learning what does not work may help in finding what does.…”

Section: Students Experience Failure In Different Waysmentioning

confidence: 99%

Chapter 4. Navigating a Pathway to Success in Undergraduate Research

Beason-Abmayr¹,

Eich²,

Catanese³

2022

Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

View full text Add to dashboard Cite

This chapter describes a series of course-based undergraduate research experiences (CUREs) in introductory through advanced laboratory courses in biosciences with a shared learning goal for students to “experience that not all experiments work as planned.” Student reflection data and survey results show that students develop mindsets and attitudes that prepare them to confront and cope with research failures as they progress through the laboratory program. Techniques are shared for embracing failure in teaching laboratory settings to build confidence and resilience in undergraduate researchers.

show abstract

Repetition Is Important to Students and Their Understanding during Laboratory Courses That Include Research

Abstract: Course-based undergraduate research experiences (CUREs) provide students with opportunities for the same gains that apprenticed research with faculty members offers. As their popularity increases, it is important that critical elements of CUREs be supported by thoughtful design.

Cited by 10 publications

References 52 publications

Improving physiotherapy students' anatomy learning experience and short‐term knowledge retention—An observational study in Malta

Improving physiotherapy students' anatomy learning experience and short‐term knowledge retention—An observational study in Malta

Public exams decrease anxiety and facilitate deeper conceptual thinking

Chapter 4. Navigating a Pathway to Success in Undergraduate Research

Contact Info

Product

Resources

About