Department 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.
BMC Med Educ. 2023 Aug 16;23(1):579. doi: 10.1186/s12909-023-04569-7.
Traditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investigator. Recent recommendations for revision of graduate training include the utilization of graduate student competencies to assess progress and the introduction of novel curricula focused on development of skills, rather than accumulation of facts. Evidence demonstrates that active learning approaches are effective. Several facets of active learning are components of problem-based learning (PBL), which is a teaching modality where student learning is self-directed toward solving problems in a relevant context. These concepts were combined and incorporated in creating a new introductory graduate course designed to develop scientific skills (student competencies) in matriculating doctoral students using a PBL format.
Evaluation of course effectiveness was measured using the principals of the Kirkpatrick Four Level Model of Evaluation. At the end of each course offering, students completed evaluation surveys on the course and instructors to assess their perceptions of training effectiveness. Pre- and post-tests assessing students' proficiency in experimental design were used to measure student learning.
The analysis of the outcomes of the course suggests the training is effective in improving experimental design. The course was well received by the students as measured by student evaluations (Kirkpatrick Model Level 1). Improved scores on post-tests indicate that the students learned from the experience (Kirkpatrick Model Level 2). A template is provided for the implementation of similar courses at other institutions.
This problem-based learning course appears effective in training newly matriculated graduate students in the required skills for designing experiments to test specific hypotheses, enhancing student preparation prior to initiation of their dissertation research.
传统上，生物医学领域的博士生教育依赖于理论课程，以建立科学知识基础，并通过在资深研究人员的实验室中进行学徒式培训来进行训练。最近对研究生培训的修订建议包括利用研究生的能力来评估进展情况，并引入新的课程，重点是培养技能，而不是积累事实。有证据表明，主动学习方法是有效的。主动学习的几个方面是基于问题的学习（PBL）的组成部分，PBL 是一种教学模式，学生的学习是自主的，旨在在相关背景下解决问题。这些概念被结合并纳入到一门新的研究生入门课程中，该课程旨在使用 PBL 格式培养即将入学的博士生的科学技能（学生能力）。
课程效果的评估采用了 Kirkpatrick 四级评估模型的原则。在每门课程结束时，学生完成课程和教师的评估调查，以评估他们对培训效果的看法。评估学生实验设计能力的预测试和后测试用于衡量学生的学习情况。
对课程结果的分析表明，这种培训在提高实验设计能力方面是有效的。从学生评估（Kirkpatrick 模型第 1 级）来看，该课程受到了学生的好评。后测试成绩的提高表明学生从经验中学习（Kirkpatrick 模型第 2 级）。提供了一个模板，供其他机构实施类似的课程。
这种基于问题的学习课程似乎有效地培训了新入学的研究生，使他们掌握了设计实验以检验特定假设的必要技能，提高了学生在开始论文研究之前的准备水平。
