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Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Teaming & Collaborative Learning

Tagged Division

Educational Research and Methods

Tagged Topic

Diversity

Page Count

12

DOI

10.18260/1-2--28685

Permanent URL

https://peer.asee.org/28685

Download Count

284

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Paper Authors

biography

Eileen Haase PhD Johns Hopkins University

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Dr. Haase is a senior lecturer at Johns Hopkins University in the Department of Biomedical Engineering and chair of the Applied Biomedical Engineering program. She is currently the interim Director of Undergraduate Studies.

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BaDoi Nguyen Phan Johns Hopkins University Orcid 16x16 orcid.org/0000-0001-6331-5980

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Harry R. Goldberg Johns Hopkins School of Medicine

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Abstract

This is an Evidence-Based paper which describes the impact of a form of team based (TBL) and multi-modal learning on short and long term content retention in a biomedical engineering course. Our previous work has demonstrated that students have varied learning preferences: visual, aural, kinesthetic, and read/write, with almost two-thirds preferring a multimodal approach. TBL enables us to integrate these preferences into an effective student-centric learning environment. Students scored significantly higher on the team-based assessments (group readiness assessment test or gRAT exams) than on the individual readiness assessments (iRAT exams) demonstrating the effectiveness of team based collaborative learning. In addition to the short-term knowledge gain acquired through peer instruction, we also measured long-term retention of final exam material four months’ post-final. On both the final exam and the four month post-final retest, students scored significantly higher on material taught through TBL. Thus, team based learning, which includes a combination of reading, writing, kinesthetic and aural methods of learning, demonstrated significant short- and long-term gains in content retention.

Haase, E., & Phan, B. N., & Goldberg, H. R. (2017, June), Molecules and Cells: Team-based and Multi-modal Learning Improves Comprehension and Increases Content Retention Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28685

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