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How accurate are our assumptions about our students' background knowledge?

A A Rovick¹, J A Michael, H I Modell

¹Department of Molecular Biophysics and Physiology, Rush Medical College, Chicago, Illinois 60612, USA. arovick@rush.edu

The American Journal of Physiology

|October 8, 2005

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Instructors often misunderstand students' prerequisite knowledge in respiratory physiology. This study found that teachers inaccurately predicted student performance, questioning the basis of course prerequisites.

Area of Science:

Medical Education
Physiology Education

Background:

Prerequisite knowledge is crucial for student success in specialized courses.
Instructors assume students possess specific foundational knowledge for course content.
Accurate assessment of prerequisite knowledge is essential for effective teaching.

Purpose of the Study:

To evaluate the accuracy of instructors' understanding of students' prerequisite knowledge in respiratory physiology.
To determine if instructors can reliably predict student performance on prerequisite knowledge assessments.

Main Methods:

Developed multiple-choice questions assessing essential respiratory physiology concepts.
Instructors selected 10 questions for a prerequisite test and predicted student performance.
Administered the tests to students at the beginning of seven courses.

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Main Results:

Instructors demonstrated poor judgment regarding students' existing knowledge.
Large discrepancies were observed between predicted and actual student performance on individual questions.
Instructors underestimated factual knowledge but overestimated application abilities.

Conclusions:

Instructor assumptions about prerequisite knowledge may not align with student reality.
The validity of prerequisite-based course decisions is questionable.
Further research is needed to bridge the gap between instructor expectations and student preparedness.