Problem-based writing with peer review improves academic performance in physiology
Problem-based writing with peer review improves academic performance in physiology
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DOI：
10.1152/advan.00041.2001
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发表时间：
2002-09-01
影响因子：
2.1
通讯作者：
Pelaez, NJ
中科院分区：
文献类型：
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作者：
Pelaez, NJ
这项研究的目的是确定基于问题的写作和同行评议(PW-PR)是否能提高本科生在生理学考试中的表现。授课被作业取代，让学生在解决定性问题的同时练习解释他们的推理，从而将抽象和概括的责任转移到学生身上。将使用PW-PR教授的概念的考试项目的表现与使用授课讲授然后进行小组工作的概念的表现进行比较。校准同行评审(TM)是一种网络传递程序，用于收集学生的论文，并在学生通过三次校准同行评审后管理匿名同行评审。结果表明，学生在概念联想方面存在一定的困难。关系错误被归类为1)认识组织层次的问题，2)因果关系的问题，3)过度概括。例如，一些人将细胞描述为分子；另一些人认为囊泡通过细胞外液运输物质。在PW-PR中，课堂讨论被用来面对和解决这些困难。PW-PR的多项选择题和作文考试成绩均好于讲课。
The aim of this study was to determine whether problem-based writing with peer review (PW-PR) improves undergraduate student performance on physiology exams. Didactic lectures were replaced with assignments to give students practice explaining their reasoning while solving qualitative problems, thus transferring the responsibility for abstraction and generalization to the students. Performance on exam items about concepts taught using PW-PR was compared with performance on concepts taught using didactic lectures followed by group work. Calibrated Peer Review(TM), a Web-delivered program, was used to collect student essays and to manage anonymous peer review after students "passed" three calibration peer reviews. Results show that the students had difficulty relating concepts. Relationship errors were categorized as 1) problems recognizing levels of organization, 2) problems with cause/effect, and 3) overgeneralizations. For example, some described cells as molecules; others thought that vesicles transport materials through the extracellular fluid. With PW-PR, class discussion was used to confront and resolve such difficulties. Both multiple-choice and essay exam results were better with PW-PR instead of lecture.