ASM events
This conference is managed by the American Society for Microbiology

Research Design

Table of contents
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Overview

  • Fall class meets 2x per week
  • do problem every day in weeks
  • use same problems in Yr1 and Yr2
  • neurophysiology, renal, and GI sections (maybe more)
  • baseline data
    • metacognitive awareness survey
    • study process questionnaire
    • self-confidence in problem solving ability
    • GPA, Biocore GPA
  •  (Yr1) individual problem solutions (rubric)
  •  (Yr2) intervention = individual problem solutions + documented problem solutions (rubrics)
  •  pre/post metacognition, study skills, and confidence surveys

 

Year 1 - class time

  • 10 min individual problem solution
  • turn in solution
  • 10 min group problem solution
  • turn in group solution
  • class review of problem
  • grade individual and group solutions
  • measure difference

 

Year 2 - class time

  • 10 min individual problem solution
  • 5 minoutline strategy used to solve the problem
  • turn in solution andindividual strategy
  • 10 min group problem solution
  • 5 min outline group strategy
  • turn in group solution andgroup strategy
  • class review of problem
  • grade individual and group solutions
  • measure difference

 

Analysis

develop rubric to assess problem solutions (ability)

develop rubric to assess problem solution strategies

Does writing problem solution strategies improve problem solving ability?

  • compare problem solving ability in Yr1 vs. Yr2
  • correlate changes in problem solving ability throughout Y2 with changes in individual strategy outlines in Y2
  • compare pre-post metacognitive, study skills, and self-confidence in problem solving ability surveys
 
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