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Direct linkThompson, Andrew R.; Lowrie, Donald J., Jr. – Anatomical Sciences Education, 2017
Changes in medical school curricula often require educators to develop teaching strategies that decrease contact hours while maintaining effective pedagogical methods. When faced with this challenge, faculty at the University of Cincinnati College of Medicine converted the majority of in-person histology laboratory sessions to self-study modules…
Descriptors: Independent Study, Anatomy, Medical Education, Outcomes of Education
Luckie, Douglas B.; Hoskinson, Anne-Marie; Griffin, Caleigh E.; Hess, Andrea L.; Price, Katrina J.; Tawa, Alex; Thacker, Samantha M. – CBE - Life Sciences Education, 2017
The purpose of this study was to examine the educational impact of an intervention, the inquiry-focused textbook "Integrating Concepts in Biology" ("ICB"), when used in a yearlong introductory biology course sequence. Student learning was evaluated using three published instruments: 1) The Biology Concept Inventory probed depth…
Descriptors: Biology, Science Instruction, Scientific Concepts, College Entrance Examinations
Peer reviewedLuckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D. – CBE - Life Sciences Education, 2013
We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge,…
Descriptors: Introductory Courses, Cytology, College Science, Verbal Tests
