Deepening Undergraduate Students’ Thinking About Central Dogma Through Problem-Based Learning

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Innovations in Science College Classrooms (Table 31)

Abstract

Case studies has been used in medical education to scaffold the application of content to clinical cases, but few studies report on a similar use in undergraduate biology. This qualitative case study to determine how the timing of a medical case study within the instructional sequence in an undergraduate genetics course supported students in applying the Central Dogma to explain the onset of Huntington Disease in a pediatric patient. The CBL+ group reviewed the case study before class while the CBL- group was presented the case study during class. The case study supported both groups in application of content, but the earlier presentation of the case to the CBL+ group promoted deeper thinking about the mechanistic causation of the disease.

Authors

• Katherine Sharp, Missouri University of Science & Technology

• Rebecca McNall Krall, University of Kentucky

• Jeffrey Chalfant, University of Kentucky