Team-Based Learning Enhances Long-Term Retention and Critical Thinking in an Undergraduate Microbial Physiology Course

摘要: We used team-based learning to improve comprehension and critical thinking of students in an undergraduate microbial metabolism-physiology course. The course well-known bacterial pathways highlight themes energy conservation biodegradation. Prior the introduction learning, student recall this information was poor had difficulty extrapolating new organisms. Initially, individual group quizzes were added promote problem-solving critical-thinking skills. This significantly improved attitudes about amount they learned whether instructor promoted thinking. However, retention material as judged by final examination scores still poor. In next year, two challenging projects complement above themes: (i) postulating a pathway for metabolism substrate bacterium, (ii) modifying current model anaerobic sulfate reduction incorporating recent genetic information. inclusion team compared previous year without projects. Overall, with students’ information, thinking, focused student-instructor interactions on rather than grades.