IMPLEMENTATION OF PROJECT-BASED LEARNING IN SECONDYEAR CELLULAR BIOPHYSICS COURSE AND STUDENTS’ PERCEPTION OF THE VALUE OF THE PRACTICE
Bibliographic record
Abstract
This paper summarizes the perceptions and attitudes of sophomores in the School of Biomedical Engineering at the University of British Columbia (UBC) about the implementation of project-based learning (PjBL) in the instruction of cellular physiology and biophysics. The course is a core component of the undergraduate curriculum, and PjBL was deployed during the tutorial sessions. Students were assigned a research-oriented project to assess drug leads in-silico, and were trained in the use of an assortment of bioinformatics and computational tools. The tutorial also included some wet laboratory demonstrations of experiments that are typically performed to validate the in-silico results. The project comprised 20% of the students’ grades and introduced them to a highly pertinent problem in the pharmaceutical industry, namely the development of a therapeutic for Parkinson’s disease. Effectiveness of the instruction was assessed through the use of online questionnaires, as well as an analysis of report quality and student performance in a final exam question on the topic. The use of PjBL was determined to be highly effective and student retention of the concepts contrasted markedly with that of concepts introduced in other modules of the course. Student satisfaction was also high, and student selfassessment of their knowledge revealed a high level of confidence in their proficiency with the software. In summary, PjBL promotes student learning, equips them with critical thinking skills and prepares them more effectively for the job force.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".