Abstract
New modular materials and methods for teaching biotechnology have been developed based on the 'How People Learn' (HPL) framework and classroom tested in a STAR Legacy sequence. Domain-specific questions targeting each of the learning objectives were used in a pre/post assessment strategy that seeks to measure the change in learner capabilities. One such pre/post assessment revealed a statistically significant increase in learner performance following intervention using HPL and modular materials. The same pre/post assessment yielded no increase in leaner performance on control learning objectives not addressed in the classroom. Our results suggest that this approach can produce satisfactory interrater correlation and is a sensitive measure of learner performance.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 2642-2643 |
| Number of pages | 2 |
| Journal | Annual International Conference of the IEEE Engineering in Medicine and Biology - Proceedings |
| Volume | 3 |
| State | Published - 2002 |
| Event | Proceedings of the 2002 IEEE Engineering in Medicine and Biology 24th Annual Conference and the 2002 Fall Meeting of the Biomedical Engineering Society (BMES / EMBS) - Houston, TX, United States Duration: Oct 23 2002 → Oct 26 2002 |
Keywords
- Biotechnology education
- Challenge-based learning
- Educational tools
ASJC Scopus subject areas
- Signal Processing
- Biomedical Engineering
- Computer Vision and Pattern Recognition
- Health Informatics