Implementation and student perceptions of the Just in Time Teaching (JiTT) strategy in an upper level immunology course

Abstract

Abstract Instructional pedagogy has undergone innovative changes to meet the demands of 21st century science education. One such teaching strategy, known as Just-in-Time Teaching or JiTT, is an inquiry based, active learning approach that evolved to meet those demands and has been shown to enhance student retention of complex concepts. Prior to class, students read assignments and answer specific conceptual questions that involve linking new material or ideas with previously learned concepts. Importantly, an open-ended, reflective question is also asked about what students found most interesting, confusing, or difficult about the particular assignment. Student responses to these conceptual and reflective questions help identify incoming misconceptions and are used during class to modify instruction and facilitate discussion. Students are graded based on effort, rather than complete correctness, as “low stakes” assessments have been shown to increase student participation and encourage inquiry. Some of the most successful JiTTs in my course are based on the Case Studies in Immunology companion book to Janeway’s ImmunoBiology. These case studies introduce topics such as the importance of MHC molecules in the development of specific CD8 or CD4 T cells. Additional examples will be given that demonstrate the breadth and scope of JiTT concepts and questions as well as student responses to JiTT assessments. Finally, results from a student survey will be presented to demonstrate how students perceive the JiTT strategy to support their learning. Overall, the JiTT approach has been well-received for upper level Immunology students and is beneficial to student and instructor to assess understanding of complex biological concepts.