Literature-Based Learning and Experimental Design Model in Molecular Biology Teaching for Medical Students at Tongji University

Autor/inn/en	Wang, Juan; Xu, Xiaojuan; Shi, Xiujuan; Zhang, Jieping; Gao, Furong; Li, Jiao; Jia, Song; Xu, Jie; Zhang, Junfang; Peng, Luying; Li, Li; Chen, Jianjun; Li, Siguang; Lu, Lixia
Titel	Literature-Based Learning and Experimental Design Model in Molecular Biology Teaching for Medical Students at Tongji University
Quelle	In: Biochemistry and Molecular Biology Education, 49 (2021) 2, S.189-197 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Juan) ORCID (Gao, Furong) ORCID (Li, Jiao) ORCID (Lu, Lixia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21419
Schlagwörter	Teaching Methods; Foreign Countries; Undergraduate Students; Medical Students; Research Skills; Science Process Skills; Reports; Science Experiments; Science Laboratories; Molecular Biology; College Science; Design; Student Centered Learning; Research Reports; Student Attitudes; China (Shanghai) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Forschungsleistung; Abschlussbericht; Berichten; Molekularbiologie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Research report; Forschungsbericht; Schülerverhalten
Abstract	In 2018, to help undergraduate medical students strengthen their self-learning and scientific research skills, we introduced an instructional model that combined literature-based learning with experimental design. We tested this model on the molecular biology class at Tongji University. In the first step of the model, a topic is chosen, and students find, read, and evaluate scientific papers in groups and deliver presentations. In the second step, they design scientific experiments in groups and discuss their proposed experiments in class, which is to be followed by further experimental verification in the lab course. This entire activity was given 20% weightage in the final score. The model led to better student-centered teaching and self-directed learning according to quantitative and qualitative assessment. Students showed great interest in literature and research. They enjoyed group work and gained experience in organization and presentation. Apart from a significant increase in final score, assessment data from students indicated that they were satisfied with this teaching model and considered it a positive experience. Looking at the positive impact of the literature-based learning and experiment design model, we support its continued use for teaching molecular biology to undergraduate medical students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01