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Training doctoral students in critical thinking and experimental design using problem-based learning.

Michael D Schaller1, Marieta Gencheva2, Michael R Gunther2

  • 1Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Robert C. Byrd Health Sciences Center 64 Medical Center Drive, P.O. Box 9142, Morgantown, WV, 26506, USA. mschaller@hsc.wvu.edu.

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PubMed
Summary
This summary is machine-generated.

This new problem-based learning course effectively trains doctoral students in biomedical sciences by enhancing their experimental design skills. Students showed improved proficiency, indicating better preparation for dissertation research.

Keywords:
Critical thinkingDoctoral StudentExperimental designGraduateProblem-based learningTraining

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Area of Science:

  • Biomedical Sciences Education
  • Graduate Training
  • Pedagogy

Background:

  • Traditional biomedical doctoral education combines didactic coursework and laboratory apprenticeships.
  • Recent recommendations advocate for competency-based assessment and skills-focused curricula.
  • Problem-based learning (PBL) is an active learning approach promoting self-directed, context-based problem-solving.

Purpose of the Study:

  • To develop a novel introductory graduate course for biomedical doctoral students.
  • To integrate problem-based learning (PBL) principles to enhance scientific skills and competencies.
  • To assess the effectiveness of the PBL course in improving experimental design proficiency.

Main Methods:

  • Course effectiveness evaluated using the Kirkpatrick Four Level Model.
  • Student perceptions of training effectiveness assessed via end-of-course surveys (Level 1).
  • Student learning measured by pre- and post-tests on experimental design proficiency (Level 2).

Main Results:

  • The PBL course was well-received by students, indicating positive training perceptions.
  • Improved post-test scores demonstrated significant enhancement in students' experimental design skills.
  • The training was effective in improving students' ability to design experiments.

Conclusions:

  • The problem-based learning course effectively trains new graduate students in essential experimental design skills.
  • This approach enhances student preparation for independent dissertation research.
  • A template is provided for implementing similar PBL courses at other institutions.