Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments.
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ABSTRACT:
SUBMITTER: Sellami N
PROVIDER: S-EPMC5749964 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.
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Project description:Active learning has been shown to improve student learning and engagement in many 4-year institutions; however, large-scale studies on the efficacy of active learning in community colleges are lacking. In this study, we investigate the effects of active learning in a first semester majors' general biology course at a large, suburban community college by designing and implementing a flipped active-learning model in the course. Our study included 33 sections of general biology class, 16 instructors, and ∼800 students. Students in active-learning sections performed significantly higher on common exam questions than their peers in traditional sections with primarily didactic pedagogy. Although students from the active-learning sections had similar pass rates and grade distributions, they passed subsequent biology courses with significantly higher grades. The 3-year graduation rate for students from active-learning sections was also significantly higher. These findings suggest that a flipped active-learning pedagogy is more effective than traditional didactic methods for teaching general biology concepts and that the improvement in student learning may lead to higher graduation rates.
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Project description:AimsThe aim of this study was to explore the relationship between the application of learning strategies and the emergence of higher-order learning behaviours among medical students in Chinese provincial undergraduate colleges, while also examining the impact of social demographic variables on the development of higher-order learning behaviours and learning strategy preferences.MethodologyWe conducted a relevant cross-sectional study using the Chinese College Student Survey (CCSS) online questionnaire to evaluate higher-order learning behaviours and learning strategies in medical undergraduate students attending provincial colleges in China. A total of 992 valid questionnaires were collected and analysed using SPSS 22.0 (SPSS Inc., Chicago, IL). We performed statistical analysis using one-sample t-tests to compare the results with the national norm score for medical subjects in undergraduate colleges. We also conducted variance analysis and regression analysis.ResultsThe study found that the average scores for higher-order learning behaviours, enquiry-based learning and receptive learning behaviour among medical undergraduate students in provincial colleges were higher than the national norm score for medical subjects, indicating a positive trend. However, the average scores for other indicators were lower than the national norm score. The utilization of learning strategies and the development of higher-order learning behaviours among students were affected by various factors such as grade and gender. The study suggests that the preference for certain learning strategies, such as enquiry-based, receptive, integrative and collaborative, can have a significant impact on the emergence of higher-order learning behaviours.ConclusionsThe study has demonstrated a positive correlation between the utilization of learning strategies and the development of higher-order learning behaviours. This relationship has been observed in medical students attending provincial undergraduate colleges, where the adoption of enquiry-based, receptive, integrative and collaborative learning strategies has been found to significantly influence the emergence of higher-order learning behaviours.KEY MESSAGESThe implementation of learning strategies among medical students in provincial undergraduate colleges in China has a significant impact on high-level learning behaviours.The impact of high-level learning behaviours is reliant on comprehensive support from four distinct learning strategies: receptive learning, inquiry-based learning, comprehensive learning and collaborative learning.One of the most impactful learning strategies is receptive learning, particularly on high-order learning behaviours. On the other hand, reflective learning does not seem to have a significant effect.Changes in grades can significantly impact higher-order learning behaviours and affect the propensity for reflective and collaborative learning strategies.Females generally exhibit a greater preference for receptive learning strategies, while males tend to exhibit a greater preference for inquiry-based learning strategies.
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Project description:Recent years have seen increasing numbers of classroom-based interventions designed to enhance the school readiness of at-risk preschoolers. Even the most comprehensive, well-designed programs can suffer from limited effectiveness due to low-frequency implementation by teachers. The current study presents findings from the Building Bridges (BB) project, an integrated program targeting school readiness in Head Start and low-income child care centers. Previous studies have reported the role of teacher-level and program-level characteristics in predicting teacher implementation of an intervention. The present study examines the role of student characteristics-language and math ability, social skills, and behavioral functioning-in predicting implementation exposure. These associations were examined in the context of program type (Head Start, child care) and intervention condition (consultation, no consultation). 88 classrooms (41 Head Start, 47 child care) participated in the BB intervention. Implementation exposure was predicted by several distinct student characteristics. Teachers whose students exhibited poorer language skills implemented significantly more BB activities, a finding that was consistent across program types and intervention conditions. A marginally significant trend was identified for oppositional behavior when interacted with intervention group in that teachers whose students demonstrated higher rates of oppositional behavior implemented fewer intervention activities when they did not have a consultant. Teachers in child care centers with a BB consultant had higher rates of implementation than did teachers in all other groups. These findings provide important information regarding the student-level characteristics that should be evaluated in order to optimize implementation of an intervention.
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Project description:The higher-order structure and attribute hierarchical structure are two popular approaches to defining the latent attribute space in cognitive diagnosis models. However, to our knowledge, it is still impossible to integrate them to accommodate the higher-order latent trait and hierarchical attributes simultaneously. To address this issue, this article proposed a sequential higher-order latent structural model (LSM) by incorporating various hierarchical structures into a higher-order latent structure. The feasibility of the proposed higher-order LSM was examined using simulated data. Results indicated that, in conjunction with the deterministic-inputs, noisy "and" gate model, the sequential higher-order LSM produced considerable improvement in person classification accuracy compared with the conventional higher-order LSM, when a certain attribute hierarchy existed. An empirical example was presented as well to illustrate the application of the proposed LSM.
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Project description:Our purpose was to assess the performance of full-dose (FD) PET image synthesis in both image and sinogram space from low-dose (LD) PET images and sinograms without sacrificing diagnostic quality using deep learning techniques. Methods: Clinical brain PET/CT studies of 140 patients were retrospectively used for LD-to-FD PET conversion. Five percent of the events were randomly selected from the FD list-mode PET data to simulate a realistic LD acquisition. A modified 3-dimensional U-Net model was implemented to predict FD sinograms in the projection space (PSS) and FD images in image space (PIS) from their corresponding LD sinograms and images, respectively. The quality of the predicted PET images was assessed by 2 nuclear medicine specialists using a 5-point grading scheme. Quantitative analysis using established metrics including the peak signal-to-noise ratio (PSNR), structural similarity index metric (SSIM), regionwise SUV bias, and first-, second- and high-order texture radiomic features in 83 brain regions for the test and evaluation datasets was also performed. Results: All PSS images were scored 4 or higher (good to excellent) by the nuclear medicine specialists. PSNR and SSIM values of 0.96 ± 0.03 and 0.97 ± 0.02, respectively, were obtained for PIS, and values of 31.70 ± 0.75 and 37.30 ± 0.71, respectively, were obtained for PSS. The average SUV bias calculated over all brain regions was 0.24% ± 0.96% and 1.05% ± 1.44% for PSS and PIS, respectively. The Bland-Altman plots reported the lowest SUV bias (0.02) and variance (95% confidence interval, -0.92 to +0.84) for PSS, compared with the reference FD images. The relative error of the homogeneity radiomic feature belonging to the gray-level cooccurrence matrix category was -1.07 ± 1.77 and 0.28 ± 1.4 for PIS and PSS, respectively. Conclusion: The qualitative assessment and quantitative analysis demonstrated that the FD PET PSS led to superior performance, resulting in higher image quality and lower SUV bias and variance than for FD PET PIS.
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