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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

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Published on: November 15, 2024

Embedding retrieval practice in undergraduate biochemistry teaching using PeerWise.

Tanya Higgins¹, Ed Dudley¹, Owen Bodger¹

¹Swansea University Medical School, Swansea University, Swansea, UK.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology

|November 6, 2023

Summary

This summary is machine-generated.

Retrieval practice, using PeerWise, showed a positive link to student performance in biochemistry. While beneficial for many, some students disliked the tool due to concerns about question relevance and moderation.

Keywords:

PeerWise collaborative learning higher education learning communities multiple choice questions retrieval practice

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Area of Science:

Biochemistry Education
Educational Technology

Background:

Retrieval practice is an evidence-based teaching strategy.
PeerWise facilitates peer-authored question creation and engagement.

Purpose of the Study:

To evaluate embedding retrieval practice via PeerWise into summative assessment.
To correlate student engagement with PeerWise to academic performance.

Main Methods:

PeerWise was implemented as a summative assessment in a first-year biochemistry module.
Student engagement with five PeerWise features was analyzed.
Engagement was correlated with coursework, exam, and overall module performance.

Main Results:

A weak-to-moderate positive correlation was found between PeerWise engagement and student performance.
Student feedback was polarized: many found it beneficial, while some criticized question quality and moderation.

Conclusions:

PeerWise can serve as a valuable learning and revision tool for some students.
It offers a method for integrating retrieval practice into summative assessments.