Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines...
-
Upload
isis-baylor -
Category
Documents
-
view
215 -
download
0
Transcript of Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines...
![Page 1: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/1.jpg)
Competency-Based Reforms of the Undergraduate Biology and
Premedical Curriculum
Michael Gaines William LaCourse David Sanders Katerina Thompson
![Page 2: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/2.jpg)
• Bio2010: Active learning and interdisciplinary curricula
• SFFP: Integrative competencies rather
• V&C: Core concepts and
competencies
• PCAST: Focus on first two years of undergraduate STEM education
![Page 3: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/3.jpg)
SFFP undergraduate pre-medical student competencies
1: Quantitative reasoning 2: Scientific inquiry3: Physics4: Chemistry5: Molecular biology6: Structure and function7: Sense and behavior8: Evolution
![Page 4: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/4.jpg)
Competency E8Demonstrate an understanding of how the organizing principle of evolution by natural selection explains the diversity of life on earth.
Competency E8Demonstrate an understanding of how the organizing principle of evolution by natural selection explains the diversity of life on earth.
Learning objective 1: Explain how genomic variability and mutation contribute to the success of populations.
Learning objective 2: Explain how evolutionary mechanisms contribute to change in gene frequencies in populations and to reproductive isolation.
![Page 5: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/5.jpg)
Biological & Biochemical
Foundations of Living Systems
Chemical & Physical
Foundations of Biological Systems
Psychological, Social, & Biological
Foundations of Behavior
Critical Analysis & Reasoning
Skills
Big changes are coming to the MCAT in 2015
Eliminates writing sample
ADDED
![Page 6: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/6.jpg)
• Development of competency-based modules for undergraduate life science courses
• Piloting of modules
• HHMI on-line resource bank for implementing competency-based life science courses at other institutions
Goals of the NEXUS project
![Page 7: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/7.jpg)
Chemistry Math
Physics
Biology
CaseStudies
![Page 8: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/8.jpg)
Linking the Physical and Biological Sciences in the Undergraduate Biology Curriculum: A
Redesigned Introductory Physics Course for Biology Students
![Page 9: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/9.jpg)
• Build on an existing, reformed physics class that already stresses competency building (but lacks a strong focus on interdisciplinarity)
• Strengthen interdisciplinarity by – Requiring calculus, introductory biology, and introductory
chemistry as pre-requisites
– Negotiating course content with biologists and chemists
• Help students see physics as a way of – Strengthening general scientific competencies
– Gaining a deeper understanding of biological phenomena
Creating a new physics sequence
![Page 10: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/10.jpg)
Content decisions
Expand or include Reduce or eliminate
• Atomic and molecular models of matter
• Energy, including chemical energy• Fluids, including fluids in motion and
solutions• Diffusion and gradient driven flows• More emphasis on dissipative forces
(viscosity)• Electrostatics in fluids• Kinetic theory, implications of
random motion, statistical picture of thermodynamics
• Projectile motion• Universal gravitation• Inclined planes, mechanical
advantage• Linear momentum• Rotational motion• Torque, statics, and angular
momentum
![Page 11: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/11.jpg)
Course structure
• A wikibook for student readings– Students read 2-3 webpages before each class
and write a brief summary and question for each.• Homework and recitation problems that do
physics skill development in biological contexts– How big is a worm?– Moving listeria
• In-class clicker (peer instruction) problems
![Page 12: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/12.jpg)
Revised laboratory curriculum
First Semester: Exploring directed motion, random motion, and forces
Second semester: Exploring buoyancy, microfluidics, and optics
• Analyzing biological motion videos
• Understanding and quantifying random motion
• Determining mass of unknown materials from random motion
• Random vs. directed motion
• Terminal velocity and the balance of forces
• Constructing microfluidic chambers to examine fluid flow and diffusion
• Using acrylic beads that are lighter than the surrounding fluid
• Phase contrast microscopy
![Page 13: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/13.jpg)
Course resourcesNEXUSphysics.umd.edu
• Full semesters• “Threads” on specific topics
– Estimation and quantification– Energy and chemical bonds– Gradient driven flow– Action potentials
• Lab curriculum (under development)
![Page 14: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/14.jpg)
Assessment plan
• Do they still learn physics?– Force and Motion Conceptual Evaluation (FMCE)
• Do they have a greater appreciation for the interdisciplinary nature of modern biology?– MPEX2 Interdisciplinary Cluster
• Does their understanding of physics help them make better sense of biological phenomena?– Rubric-graded student artifacts that are indicators
of specific scientific competencies
![Page 15: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/15.jpg)
Do they still learn physics?
FMCE Force Questions FMCE Energy Questions0%
10%
20%
30%
40%
50%
60%
70%
80%
NEXUS pilot course (N=20)
Reformed traditional course (N=189)
Traditional course (N=201)
Frac
tion
of p
ossi
ble
gain
![Page 16: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/16.jpg)
Do they have a greater appreciation for the interdisciplinary nature of modern biology?
(Expert)
(Less Expert)
Hall, Cooke & Redish (in prep)
![Page 17: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/17.jpg)
How successful were the labs in helping you achieve these goals?
Interpret data
Work in groups
Understand concepts
Communicate ideas
Design experiments
Prepare for future career
0%10%
20%30%
40%50%
60%70%
80%90%
100%
LowMediumHigh
% of students
Moore, Giannini, & Losert (submitted)
![Page 18: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/18.jpg)
Experiments Exploring the Use of Quantitative Modeling Core Competency Development in
Select Foundational Courses
College of Natural and Mathematical Sciences
Team Members: Dean Bill LaCourse Asst. Dean Kathy Sutphin
Jeff Leips (Biology) Sarah Leupen (Biology) Kathleen Hoffman (Mathematics and Statistics) Kathy Dowell (Assessment)
![Page 19: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/19.jpg)
Develop 11 active learning modules to introduce a competency-based curriculum into active learning environments for two introductory biology courses:
• Biology 141 – Foundations of Biology: Cells, Energy and Organisms
• Biology 142 – Foundations of Biology: Ecology and Evolution
Mathematical modeling and quantitative reasoning
Focus on SFFP competency E-1 (quantitative reasoning) while incorporating other competencies E-2 to 8, as appropriate
![Page 20: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/20.jpg)
Biology 141 Modules
• Introduction to Mathematical Modeling• Mendelian Genetics• Animal Physiology—Size and Surface Area• Cell Structure and Function—How to Escape a Jaguar• Transcription and Translation (in revision)• Plant Physiology-Photosynthesis• Diffusion in Biological Systems
![Page 21: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/21.jpg)
Biology 142 Modules
• Introduction to Mathematical Modeling**• Biodiversity*• Population Genetics I – Breeding Bunnies (Natural
Selection)**• Population Genetics II—Migrating Bunnies (Genetic
Drift and Migration)**
** Piloted and summative assessment completed* Piloted
![Page 22: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/22.jpg)
Module components designed for ease of adoption and adaptation
• Tutor Guide– Module Content– Alignment to HHMI Competencies– Table of Contents
• Module Worksheet• Pre-lab Review Questions / Quizzes• Suggested Questions for Formative Assessment• Guide for Implementation
Each Module is formatted as follows:
![Page 23: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/23.jpg)
Current Assessment Plan:• Formative Assessment:
- Two - four graded questions from each module thatassess specific objectives covered in the module
- Student Attitude Assessment
• Summative Assessment:Pre and post assessment exam given on the first and lastday of class
• Pre/Post Assessment~ 30 questions on demographics/prior coursework/transfer(information obtained in separate questionnaire)~ 30 questions (~15 to assess specific competencies)
![Page 24: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/24.jpg)
Assessment Results: Attitude
![Page 25: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/25.jpg)
![Page 26: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/26.jpg)
Example: Pre-post Assessment Validation
![Page 27: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/27.jpg)
DISSEMINATION
Workshop at UMCP – October 22, 2013: 20 attendees
![Page 28: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/28.jpg)
Developing Modules for a Competency-based, Biochemically-focused Chemistry
Curriculum for Premedical and Life Science Undergraduate Students
![Page 29: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/29.jpg)
QUESTIONS TO PONDER
• How has the Biology curriculum changed in the last 30 years?
• How have the Chemistry, Physics, and Mathematics curricula for Life-Science students changed in the last 30 years?
![Page 30: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/30.jpg)
Biological & Biochemical
Foundations of Living Systems
Chemical & Physical
Foundations of Biological Systems
Psychological, Social, & Biological
Foundations of Behavior
Critical Analysis & Reasoning
Skills
Big changes are coming to the MCAT in 2015
![Page 31: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/31.jpg)
1 – 2 – 1 Purdue Curriculum for Life Science Students
Competency-based, biochemically-focused chemistry curriculum for premedical and life science students
![Page 32: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/32.jpg)
Motivations and Rationale Driving Curricular Change
• Traditional general chemistry and organic chemistry courses were not serving the needs and interests of life science students –- e.g., the organic chemistry was focused on transforming students into synthetic organic chemists rather than preparing them for biochemistry
• Desire to have students take biochemistry immediately after organic chemistry to prepare them for advanced study in biology/biochemistry and undergraduate research.
![Page 33: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/33.jpg)
Chemistry CompetencyCompetency E4:
Demonstrate knowledge of basic principles of chemistry and some of their applications to the understanding of living systems.
Learning Outcome 1: Demonstrate knowledge of atomic structure
Learning Outcome 2: Demonstrate knowledge of molecular structure
Learning Outcome 3: Demonstrate knowledge of molecular interactions
Learning Outcome 4: Demonstrate knowledge of thermodynamic criteria for spontaneity of physical processes and chemical reactions and the relationships of of thermodynamics to chemical equilibrium.
Learning Outcome 5: Demonstrate knowledge of principles of chemical reactivity to explain kinetics and derive possible reaction mechanisms.
Learning Outcome 6: Demonstrate knowledge of the chemistry of carbon-compounds relevant to their behavior in an aqueous environment Learning Outcome 7: Explain the chemical principles that allow structural inference about bio-organic molecules
![Page 34: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/34.jpg)
Biochemistry Competency
Competency E5: Demonstrate knowledge of how biomolecules contribute to thestructure and function of cells.
Learning Outcome 1: Demonstrate knowledge of the structure, biosynthesis, and degradation of biological macromolecules.
Learning Outcome 2: Demonstrate knowledge of the principles of chemical thermodynamics and kinetics that drive biological processes in the context of space (i.e., compartmentation) and time: enzyme-catalyzed reactions and metabolic pathways, regulation, integration, and the chemical logic of sequential reaction steps.
![Page 35: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/35.jpg)
Does CHM109 Effectively Prepare Students for Success in Organic
Chemistry?
• Data demonstrate no significant difference between performance in organic chemistry for those that took CHM 109 or the traditional two semester sequence.
![Page 36: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/36.jpg)
Free-standing Modules for Chemistry CurriculumGeneral Chemistry
Acid/BaseAvailable
KineticsIn Progress
Redox Thermodynamics
Organic Chemistry Acid/Base
Available Intermolecular Interactions
In Progress Biological Leaving Groups Biochemical Pathways & Cofactors
All modules provided with: 1) stated goals and outcomes, 2) module content, 3) accessory problems and, 4) validated assessment tools. Some modules will have an accompanying laboratory.
![Page 37: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/37.jpg)
Ongoing Challenges
Getting buy-in from stakeholder life science departments Keeping open active lines of communicationPreventing “turf” battles
Maintaining resource “neutrality” (e.g. TA lines)Handling large class size: ~450, Fall 2013Effectively assessing learning in large classDeveloping guided-inquiry labs for large class
Overcoming resistance in Chemistry departments based upon tradition
![Page 38: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/38.jpg)
Teaching and Assessing the SFFP Competencies for Preparing Scientists
and Health Professionals
![Page 39: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/39.jpg)
• Advanced Program for Integrated Science and Math (PRISM)
• the Honors Program in Medicine (HPM)
• 90% of undergraduate science majors are pre-medical
• unique collaboration among basic science and medical school faculty
An Ideal Setting for NEXUS:
![Page 40: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/40.jpg)
Cycling (biology, chemistry, math)Diabetes (biology, chemistry, math)Evolution (biology, chemistry, physics)Free Diving (biology, chemistry, math)Milk (biology, chemistry)Ocean Acidification (chemistry, math)Smart Pills (biology, chemistry, math)Strep Throat (biology, math)
Case studies use medically-oriented scenarios to assess student competency.
![Page 41: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/41.jpg)
Case studies are implemented in multiple forums.
• PRISM biology & chemistry workshops• PRISM calculus computer lab sessions• Biology/math-based workshops (general biology course)• Chemistry for the Life Sciences course workshops• Large lecture class recitation sessions• Non-majors biology course (in progress)
![Page 42: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/42.jpg)
• Competency achieved by PRISM students will be greater than that achieved by traditional pre-medical students and HPM students with matching SAT scores.
• Three experimental groups
• Pre- and post-surveys, focus groups, course performance, and MCAT scores
Hypothesis and Study Design:
![Page 43: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/43.jpg)
0
10
20
30
40
50
60
70
80
90
100
"The case modules are effective."
Bad BloodDiabetesEvolutionFree DivingOcean AcidificationSmart PillsStrep Throat
% o
f Stu
dent
s
Case Study
Disagree Unsure Agree
![Page 44: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/44.jpg)
0
10
20
30
40
50
60
70
80
90
100
"The case modules provide opportunities for application of critical thinking skills."
Bad BloodDiabetesEvolutionFree DivingOcean AcidificationSmart PillsStrep Throat
% o
f Stu
dent
s
Disagree Unsure Agree
Case Study
![Page 45: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/45.jpg)
Disagree Unsure Agree0
10
20
30
40
50
60
70
80
90
100
Improvement in effectiveness of case stud-ies after faculty editing
Smart Pills (Fall 2011)Smart Pills (Fall 2012)Ocean Acidification (Fall 2011)Ocean Acidification (Fall 2012)
% o
f Stu
dent
s
![Page 46: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/46.jpg)
• Case studies – reinforce concepts learned– relate concepts they learn to real world situations
• Students– appreciate the integration of the sciences– like how they are challenged to think critically– feel that clarity and organization of case studies need
improvement– think some questions are too vague and the required
math is too difficult
Student Feedback
![Page 47: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/47.jpg)
• Able to answer all case study questions• Rated case studies highly and felt they were effective
in integrating the sciences and math– Integration similar to MCAT passages
• Took between 1 and 10 hours to complete a case study• Suggestions
– More background information– Some questions need better clarification or
additional pointers
Student Experts
![Page 48: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/48.jpg)
• Faculty commitment is difficult due to other obligations and responsibilities.
• Case study implementation is constrained by limited
class time.
Challenges
![Page 49: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/49.jpg)
• Improving integration of case studies into curriculum
• Better preparation of case study facilitators
• Focus groups for students, case study facilitators, and faculty
• New case studies with physics under development
• Summative evaluation – comparison of MCAT scores across the three experimental groups to quantitate student learning and competency
In Progress and Future Steps
![Page 50: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/50.jpg)
Dissemination• Faculty from each institution will visit other
institutions to assist in initial implementation of modules.
• We will adopt and adapt modules from partner institutions.
Chemistry Math
Physics CaseStudies
Biology
![Page 51: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/51.jpg)
http://www.hhmi.org/grants/office/nexus/
NEXUS project information and updates:
![Page 52: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/52.jpg)
Discussion Questions
1. What is a competency?2. What are the external incentives for developing a
competency-based curriculum?3. How does a competency-based curriculum differ
from what is already in place at your institution?4. What are the opportunities and challenges of
implementing a competency-based curriculum? 5. How might learner competency best be assessed?
![Page 53: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/53.jpg)
![Page 54: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/54.jpg)
current MCAT
# of Test Items
Testing Time
(minutes)
Biological Sciences
52 70
Physical Sciences 52 70
Verbal Reasoning 40 60
Writing Sample
2 essays 60
Total Content Time 4 hours, 20
minutes
MCAT 2015# of Test
Items
Testing Time
(minutes)
Biological & Biochemical Foundations of Living Systems
65 95
Chemical & Physical Foundation of Living Systems
65 95
Lunch Break
Critical Analysis & Reasoning Skills 60 90
Psychological, Social, & Biological Foundations of Behavior
65 95
Total Content Time 6 hours, 15 minutes
![Page 55: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/55.jpg)
The collaborationUniversity Focus SFFP
Competencies
Purdue Univ. Development of an Undergraduate Chemistry Curriculum and Associated Learning Resources for the Life Sciences
E1.1, E1.5, E2.1–4, E3.5, E4 (all), E5.1, and E7.1
Univ. of MD, College Park
Linking the Physical and Biological Sciences in the Undergraduate Biology Curriculum
E1-E3, E4.4, E4.6, E5.2, E6.4, E7.1-2
UMBC (Univ. of MD, Baltimore County)
Experiments Exploring the Use of Quantitative Modeling Core Competency Development in Select Foundational Courses: The introduction of mathematical modeling in core introductory biology courses
E1-primary; E2-E8 - ancillary
Univ. of Miami
Teaching and Assessing the SFFP Scientific Foundations for Future Physicians Competencies for Entering Medical Students: The development of capstone case studies for integrating and assessing the competencies of biological science students.
E1-8
![Page 56: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/56.jpg)
Pedagogy of competency-based learning
Infuse math throughout the
curriculum
Operationalize skills
Develop skills into competencies
![Page 57: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/57.jpg)
• Interdisciplinary
• Active learning
BIO 2010 (2003) urged transformation of the undergraduate biology curriculum.
![Page 58: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/58.jpg)
Scientific Foundations for Future Physicians (2009) addressed the constraints to
curriculum transformation.• Emphasizes eight
competencies rather than courses
• Allows flexibility in designing curricula
• Shift from teaching stand alone subjects to teaching integrative science competencies
![Page 59: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/59.jpg)
• Articulates core concepts and competencies
• Encourages student-centered learning
• Promotes institutional commitment to change
• Engages the national community in implementing a shared vision
Vision & Change (2011) provided a framework for instituting curricular change.
![Page 60: Competency-Based Reforms of the Undergraduate Biology and Premedical Curriculum Michael Gaines William LaCourse David Sanders Katerina Thompson.](https://reader038.fdocuments.us/reader038/viewer/2022110303/55163166550346c6758b4d92/html5/thumbnails/60.jpg)
PCAST Engage to Excel (2012) proposed strategies to increase STEM college graduates.
• Improve first two years of undergraduate STEM education
• Adoption of evidence-based teaching practices
• Lab course with authentic research
• Diversify pathways to STEM careers