| Abstract | Several research findings have shown that peer discussion enhances student performance on in-class conceptual questions. Biochemistry classes at Michigan State University are mostly large and the current curriculum of BMB462 does not allow much time for in-class learning activities. Clicker questions and peer discussion are occasionally used in BMB462. One way to improve this may be to incorporate more learning activities and boost interaction among students by posing clicker questions that stimulate peer discussion. This has been show to also improve student engagement. Using isomorphic clicker questions, we investigated the impacts of peer discussions on student performance on in-class concept questions. We also conducted a survey to establish students’ opinion on their satisfaction, enjoyment and perceived benefits of clicker questions and peer discussions in BMB462. Our preliminary survey results show that majority of students view in-class peer discussions favorably and agree that clickers questions and peer discussions enhances their understanding of concepts. Our finding is consistent with published data and can be viewed as a pointer to alternative ways to make biochemistry classes more interactive and give students opportunities to sometimes explore concepts on their own with guidance from the course instructor. |
