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)|
|Title of host publication||Annual International Conference of the IEEE Engineering in Medicine and Biology - Proceedings|
|Number of pages||2|
|Publication status||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
|Other||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)|
|Period||10/23/02 → 10/26/02|
- Biotechnology education
- Challenge-based learning
- Educational tools
ASJC Scopus subject areas
Assessment of educational modules based on the "How People Learn" framework delivered to biotechnology learners at two universities. / Giorgio, T. D.; Brophy, S. P.; Birol, G.; McKenna, Ann; Smith, H. D.Annual International Conference of the IEEE Engineering in Medicine and Biology - Proceedings. Vol. 3 2002. p. 2642-2643.
Research output: Chapter in Book/Report/Conference proceeding › Conference contribution