Open-ended assignments and student responsibility
2007 (English)In: Biochemistry and molecular biology education, ISSN 1470-8175, E-ISSN 1539-3429, Vol. 35, no 3, 187-192 p.Article in journal (Refereed) Published
An inquiry-based laboratory course was created in an effort to increase student responsibility in learning and to improve teaching in areas related to molecular medicine. Authentic medical cases with both scientific and clinical aspects formed the basis of a project-oriented course that also included student laboratory work focused on the disease-related proteins. Students used basic biochemical techniques to develop and test hypotheses relating their results to the clinical findings. The course also included patient demonstrations to personalize students' knowledge of case presentations, lectures on basic biochemical principles relevant to the molecular basis of the cases, and seminars by invited guests with expertise in translational medicine. Students developed proposals for future research as part of the final examination. An inquiry matrix was used to evaluate the degree of learning responsibility taken during the course. By allowing for openness in how to explore the case including choice of methods and interpretation of unexpected results, students gained confidence in their ability to solve problems, formulate and test hypotheses, and collaborate with both clinical and non-clinical professionals.
Place, publisher, year, edition, pages
2007. Vol. 35, no 3, 187-192 p.
Case methodology, Interprofessional, Protein biochemistry, Undergraduate education
Engineering and Technology
IdentifiersURN: urn:nbn:se:liu:diva-49889DOI: 10.1002/bmb.49OAI: oai:DiVA.org:liu-49889DiVA: diva2:270785