Active learning improves comprehension in large section immunology course (37.7)

Abstract

Abstract Active learning eschews the traditional sage-on-stage model of education in favor of a collaborative learning environment where students share with faculty the responsibility for making learning happen. The approach is especially well suited for students in large lecture classes who might otherwise feel isolated, unengaged or reluctant to interact. At University of Minnesota, we use a variety of active learning techniques in our large section, upper level undergraduate immunology course. Active learning has allowed us to incorporate formative assessment as an ongoing aspect of our class, as well as to encourage active engagement of a wide base of students in discussions. We describe here an active learning module on the complement system and report on the relative efficacy of the approach in fostering student achievement. The complement system is a conceptually trying topic for the typical undergraduate student of immunology. Results of pre- and post-tests over three academic years indicate students in the active learning intervention score higher than those in the control group. However, despite superior knowledge gains, student satisfaction with the learning experience declines.