title: Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses.
abstract: Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory courses to compare student surface and deep learning. Surface and deep learning were measured quantitatively by a study process questionnaire at the start and end of the semester, and qualitatively by questionnaires and interviews with students. In the traditional lecture/examination based course, there was a dramatic shift to surface learning approaches through the semester. In the course that emphasized student engagement and adopted multiple forms of assessment, a preference for deep learning was sustained with only a small reduction through the semester. Such evidence for the benefits of implementing student engagement and more diverse non-examination based assessment has important implications for the design, delivery, and renewal of introductory courses in biochemistry and molecular biology.
authors.affiliation: Department of Biochemistry, Li Ka Shing Faculty of Medicine, University of Hong Kong, Pokfulam, Hong Kong Special Administrative Region, People's Republic of China.
authors.forename: Samantha J
authors.initials: SJ
authors.lastname: Bevan
authors.forename: Cecilia W L
authors.initials: CW
authors.lastname: Chan
authors.forename: Julian A
authors.initials: JA
authors.lastname: Tanner
mesh_terms: D001671:Biochemistry / Q000193:education*; D003479:Curriculum; D004521:Educational Measurement; D006723:Hong Kong; D006801:Humans; D008967:Molecular Biology / Q000193:education; D018794:Problem-Based Learning; D013334:Students; D014495:Universities
keywords: active learning; freshman; institutionalization; multiple forms of assessment; student-centered