Marbach-Ad Gili, Briken Volker, El-Sayed Najib M, Frauwirth Kenneth, Fredericksen Brenda, Hutcheson Steven, Gao Lian-Yong, Joseph Sam, Lee Vincent T, McIver Kevin S, Mosser David, Quimby B Booth, Shields Patricia, Song Wenxia, Stein Daniel C, Yuan Robert T, Smith Ann C
Department of Cell Biology and Molecular Genetics, College of Chemical and Life Sciences, University of Maryland, College Park, Maryland 20742.
J Microbiol Biol Educ. 2009 Dec 17;10(1):43-50. doi: 10.1128/jmbe.v10.98. Print 2009.
As a group of faculty with expertise and research programs in the area of host-pathogen interactions (HPI), we are concentrating on students' learning of HPI concepts. As such we developed a concept inventory to measure level of understanding relative to HPI after the completion of a set of microbiology courses (presently eight courses). Concept inventories have been useful tools for assessing student learning, and our interest was to develop such a tool to measure student learning progression in our microbiology courses. Our teaching goal was to create bridges between our courses which would eliminate excessive overlap in our offerings and support a model where concepts and ideas introduced in one course would become the foundation for concept development in successive courses. We developed our HPI concept inventory in several phases. The final product was an 18-question, multiple-choice concept inventory. In fall 2006 and spring 2007 we administered the 18-question concept inventory in six of our courses. We collected pre- and postcourse surveys from 477 students. We found that students taking pretests in the advanced courses retained the level of understanding gained in the general microbiology prerequisite course. Also, in two of our courses there was significant improvement on the scores from pretest to posttest. As we move forward, we will concentrate on exploring the range of HPI concepts addressed in each course and determine and/or create effective methods for meaningful student learning of HPI aspects of microbiology.
作为一群在宿主-病原体相互作用（HPI）领域拥有专业知识和研究项目的教员，我们专注于学生对HPI概念的学习。因此，我们开发了一个概念量表，以衡量在完成一系列微生物学课程（目前为八门课程）后学生对HPI的理解水平。概念量表一直是评估学生学习情况的有用工具，我们的兴趣在于开发这样一种工具，以衡量我们微生物学课程中学生的学习进展。我们的教学目标是在我们的课程之间架起桥梁，消除课程内容的过度重叠，并支持一种模式，即一门课程中引入的概念和思想将成为后续课程概念发展的基础。我们分几个阶段开发了HPI概念量表。最终成果是一个包含18个问题的多项选择题概念量表。在2006年秋季和2007年春季，我们在六门课程中实施了这个包含18个问题的概念量表。我们收集了477名学生的课前和课后调查问卷。我们发现，在高级课程中进行预测试的学生保持了在普通微生物学先修课程中获得的理解水平。此外，在我们的两门课程中，从预测试到后测试的分数有显著提高。随着我们不断前进，我们将专注于探索每门课程中涉及的HPI概念范围，并确定和/或创建有效的方法，让学生有意义地学习微生物学中HPI的各个方面。
