Journal
BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION
Volume 41, Issue 3, Pages 145-155Publisher
WILEY
DOI: 10.1002/bmb.20696
Keywords
active learning; assessment of educational activities; problem-based learning; inquiry-based teaching; PBL; effective in-class problems; scholarship of teaching and learning; molecular biology; cellular biology; cellular physiology
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The TRIPSE (tri-partite problem solving exercise), a process-oriented exam that mimics the scientific process, was used previously in small classes (15-25). Provided limited data, students frame explanations and design experimental tests that they later revise with additional information. Our 6-year experience using it with larger numbers (155-204) in a freshman biology course, suggests that it could provide a means of assessing individual student performance. Students rated the learning value of this experience to be significantly higher than a standard MCQ on a 10-point scale (TRIPSEs 8.2, CI 8.1/8.4 vs. MCQs 4.9, CI 4.8/5.1, n = 712). Additionally, we tested one cohort (n = 146) with a group TRIPSE (groups of 6), and found that this variant also provided a valuable learning experience (8.0, CI 7.7/8.3). (c) 2013 by The International Union of Biochemistry and Molecular Biology, 41(3):145-155, 2013
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