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Problem-based writing with peer review improves academic performance in physiology.

Nancy J Pelaez1

  • 1Department of Biological Science, College of Natural Sciences and Mathematics, California State University, Fullerton, Fullerton, California 92834, USA. npelaez@fullerton.edu

Advances in Physiology Education
|August 22, 2002
PubMed
Summary

Problem-based writing with peer review (PW-PR) enhanced undergraduate student performance on physiology exams. This active learning strategy improved exam results compared to traditional lectures.

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Area of Science:

  • Physiology Education
  • Undergraduate Science Education

Background:

  • Traditional didactic lectures may not effectively promote deep conceptual understanding in physiology.
  • Active learning strategies are being explored to improve student engagement and learning outcomes.

Purpose of the Study:

  • To evaluate the impact of problem-based writing with peer review (PW-PR) on undergraduate student performance in physiology.
  • To compare the effectiveness of PW-PR with traditional lecture-based instruction.

Main Methods:

  • Implemented PW-PR, replacing lectures with problem-solving assignments requiring students to explain their reasoning.
  • Utilized Calibrated Peer Review (CPR), a web-based platform for managing anonymous peer review.
  • Compared student performance on concepts taught via PW-PR versus those taught via lectures and group work.

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Main Results:

  • Students in the PW-PR group demonstrated better performance on both multiple-choice and essay exam items.
  • Identified common conceptual errors in relating physiological concepts, including issues with levels of organization, cause/effect, and overgeneralization.
  • Class discussions following PW-PR helped students resolve conceptual difficulties.

Conclusions:

  • Problem-based writing with peer review is an effective pedagogical approach for improving physiology learning.
  • PW-PR facilitates the development of critical thinking and conceptual understanding in undergraduate physiology.
  • Addressing student difficulties in concept relationships through active learning and discussion is crucial for success.