Lutz Kevin C, Young Sean G, Chambers Lindsey, Su L Joseph
Peter O'Donnell Jr School of Public Health, The University of Texas Southwestern Medical Center, Dallas, TX, USA.
J Med Educ Curric Dev. 2025 Sep 24;12:23821205251376539. doi: 10.1177/23821205251376539. eCollection 2025 Jan-Dec.
To evaluate the impact of replacing a traditional midterm exam with a collaborative project-based assessment on student performance and engagement in an introductory graduate-level biostatistics course for public health students using R programming.
We conducted a retrospective study comparing 2 semesters of the same course at a US school of public health. In Fall 2023, students completed traditional midterm and final exams. In Fall 2024, the midterm exam was replaced with a structured project-based assessment, while the final exam format remained unchanged. Student performance was compared using midterm scores, final exam scores, overall course grades, and course evaluations. Additionally, we used the results of a postproject survey that students in the project-based cohort had completed to assess engagement, confidence, and satisfaction.
Students in the project-based cohort (Fall 2024) had significantly higher and more consistent midterm scores (median 94.0 vs 91.1; = 01) and final exam scores (median 93.7 vs 86.0; = 03) than the exam-based cohort (Fall 2023). Final course grades were also higher and more consistent in the project- based cohort. Survey responses indicated high student satisfaction, improved confidence in data analysis and R programming, and increased appreciation for real-world applications. Students also identified challenges related to group dynamics and time management.
Replacing a traditional exam with a collaborative project-based assessment in biostatistics significantly improved student performance, engagement, and satisfaction. These findings support project-based learning as a valuable pedagogical strategy in public health education, particularly for developing applied data analysis skills with R.
评估在一门面向公共卫生专业学生、使用R编程的研究生水平生物统计学入门课程中，用基于合作项目的评估取代传统期中考试对学生成绩和参与度的影响。
我们在美国一所公共卫生学院对同一门课程的两个学期进行了回顾性研究。2023年秋季，学生完成传统的期中考试和期末考试。2024年秋季，期中考试被基于结构化项目的评估取代，期末考试形式保持不变。使用期中考试成绩、期末考试成绩、课程总成绩和课程评估来比较学生成绩。此外，我们使用了基于项目的班级学生完成的项目后调查问卷结果，以评估参与度、信心和满意度。
与基于考试的班级（2023年秋季）相比，基于项目的班级（2024年秋季）的学生期中考试成绩（中位数94.0对91.1；P = 0.01）和期末考试成绩（中位数93.7对86.0；P = 0.03）显著更高且更稳定。基于项目的班级的课程总成绩也更高且更稳定。调查反馈表明学生满意度高，对数据分析和R编程的信心增强，对实际应用的认可度提高。学生们还指出了与团队动态和时间管理相关的挑战。
在生物统计学中用基于合作项目的评估取代传统考试显著提高了学生成绩、参与度和满意度。这些发现支持基于项目的学习作为公共卫生教育中的一种有价值的教学策略，特别是对于用R培养应用数据分析技能。
