An AI-based intervention for improving undergraduate STEM learning.
Ontology highlight
ABSTRACT:
SUBMITTER: Hasan MR
PROVIDER: S-EPMC10355461 | biostudies-literature | 2023
REPOSITORIES: biostudies-literature
Publications
An AI-based intervention for improving undergraduate STEM learning.
Hasan Mohammad Rashedul MR Khan Bilal B
PloS one 20230719 7
We present results from a small-scale randomized controlled trial that evaluates the impact of just-in-time interventions on the academic outcomes of N = 65 undergraduate students in a STEM course. Intervention messaging content was based on machine learning forecasting models of data collected from 537 students in the same course over the preceding 3 years. Trial results show that the intervention produced a statistically significant increase in the proportion of students that achieved a passin ...[more]
Similar Datasets
Project description:We sought to determine whether instructional practices used by undergraduate faculty in the geosciences have shifted from traditional teacher-centered lecture toward student-engaged teaching practices and to evaluate whether the national professional development program On the Cutting Edge (hereinafter Cutting Edge) has been a contributing factor in this change. We surveyed geoscience faculty across the United States in 2004, 2009, and 2012 and asked about teaching practices as well as levels of engagement in education research, scientific research, and professional development related to teaching. We tested these self-reported survey results with direct observations of teaching using the Reformed Teaching Observation Protocol, and we conducted interviews to understand what aspects of Cutting Edge have supported change. Survey data show that teaching strategies involving active learning have become more common, that these practices are concentrated in faculty who invest in learning about teaching, and that faculty investment in learning about teaching has increased. Regression analysis shows that, after controlling for other key influences, faculty who have participated in Cutting Edge programs and who regularly use resources on the Cutting Edge website are statistically more likely to use active learning teaching strategies. Cutting Edge participants also report that learning about teaching, the availability of teaching resources, and interactions with peers have supported changes in their teaching practice. Our data suggest that even one-time participation in a workshop with peers can lead to improved teaching by supporting a combination of affective and cognitive learning outcomes.
| S-EPMC5310824 | biostudies-literature
Project description:BackgroundIn many developing countries facing medical personnel shortage, including Thailand, medical graduates are required to have enough confidence and competence to perform essential procedures by themselves. They should be competent in episiotomy and perineal repair. In the early phase of actual practice of episiotomy on real patients, new clinical students are usually unskilled and less confident. To improve medical students' competency and confidence in performing basic procedures, we developed a pig-perineum simulation-based learning program. The aim of this study is to evaluate the confidence levels of medical students as well as their perspectives regarding the effectiveness of pig-perineum simulation-based learning.MethodsMedical students participated in a pig-perineum repair workshop on identifying perineal laceration, knot-tying, and perineal laceration repair, under the instruction of skilled staff members. The workshop was meant to achieve transfer of skills from the simulated setting of our course to the actual practice on patients in the labor ward and the maternity operating room. All the participants were instructed to answer the questions on a questionnaire after the simulation. The confidence, skills, satisfaction, and learning achieved through the simulator were assessed using a 5-point Likert scale, based on the systematically validated questionnaire.ResultsSeven hundred and ninety-two medical students were enrolled in the study. The mean self-efficacy scores before and after the simulation were 3.63 and 4.16 respectively (paired t-test, p-value < 0.001). The mean satisfaction score was high (4.22), inspiring them to enhance their surgical skills in knot-tying and perineal laceration repair. The mean self-evaluation score of the participants regarding their perspectives on the closeness to reality of pig-perineum repair when compared to real clinical practice was high (4.09), making them more confident in practice in the labor room.ConclusionPig-perineum simulation-based learning improves confidence level and surgical skills in undergraduate medical students. This approach appears to enhance competency during clinical practice.
| S-EPMC11827413 | biostudies-literature
Project description:Executive functions (EFs) can be conceptualized as a mean of behavioral self-regulation, and difficulties with EFs may adversely affect school success, social function, and cognitive and psychological development. Research about EFs and how they are affected by various educational and psychosocial factors is sparse. EFs are of great importance to understand how children can handle the challenges that they meet at various stages of development. There has been an increased focus on programs aimed at improving EFs, either as a primary outcome, or as a supplemental result of a specific activity. In this randomized controlled study, 66 children (31 girls, mean age 7:1 years) were given an arts and culture rich intervention (Art of Learning) aimed at improving EFs. EFs were assessed with the Behavior Rating Inventory of Executive Functioning-teacher version (BRIEF-teacher form) before, immediately after, and 6 months after intervention. Outcome in the intervention group was compared to children from two schools serving as controls (n = 37, 18 girls, mean age 7:3 years). In addition, teachers from intervention schools were also interviewed both individually and in focus groups. The results reveal that both groups improved their EFs, as measured with BRIEF, over time on the global executive composite (GEC) score, the metacognition index, and on behavioral regulation index (BRI). However, the intervention group displayed a significantly greater improvement than the control group on GEC and BRI. The teacher interviews reveal positive effects for the children when it comes to several aspects: collaboration, conflict management, inclusion, vocabulary, and confidence. These factors are regarded as important for EFs development and academic outcome. The results support the notion of best training transfer effects for tasks addressing global executive functioning and specifically behavioral regulation skills (BRI).
| S-EPMC6685039 | biostudies-literature
Project description:We aimed to describe the impact of a structured interventional program to improve learning and study skills in undergraduate medical students from a Latin American medical school. The interventional program's design was based on diagnostic/prescriptive assessment test scores measuring ten scales. The program consisted of five tailored workshops. The cohort studied consisted of 81 third-year medical students. The outcome variable was the difference between "pre" and "post" test scores. The unadjusted score percentiles were used to compare improvement in learning and study skills. In addition, a sensitivity analysis was conducted to assess variation in the mean difference of the test scores by the number of workshops attended. The response rate was 100% (81/81) for the pre test and ~77% (62/81) for the post test. After the interventional program, nine out of ten scales showed statistical improvement, except for the scale of motivation. The scales with the highest and lowest percent change improvement were time management (66%, p-value: <0.001) and motivation (14.9%, p-value: 0.06). The students who attended more workshops obtained a higher percent change improvement in the post test. These findings suggest that through a well-designed interventional program, it is possible to improve learning and study skills among medical students.
| S-EPMC9914150 | biostudies-literature
Project description:MotivationMetabolomics generates complex data necessitating advanced computational methods for generating biological insight. While machine learning (ML) is promising, the challenges of selecting the best algorithms and tuning hyperparameters, particularly for non-experts, remain. Automated machine learning (AutoML) can streamline this process; however, the issue of interpretability could persist. This research introduces a unified pipeline that combines AutoML with explainable AI (XAI) techniques to optimize metabolomics analysis.ResultsWe tested our approach on two datasets: renal cell carcinoma (RCC) urine metabolomics and ovarian cancer (OC) serum metabolomics. AutoML, using auto-sklearn, surpassed standalone ML algorithms such as SVM and random forest in differentiating between RCC and healthy controls, as well as OC patients and those with other gynecological cancers (Non-OC). Auto-sklearn employed a mix of algorithms and ensemble techniques, yielding a superior performance (AUC of 0.97 for RCC and 0.85 for OC). Shapley Additive Explanations (SHAP) provided a global ranking of feature importance, identifying dibutylamine and ganglioside GM(d34:1) as the top discriminative metabolites for RCC and OC, respectively. Waterfall plots offered local explanations by illustrating the influence of each metabolite on individual predictions. Dependence plots spotlighted metabolite interactions, such as the connection between hippuric acid and one of its derivatives in RCC, and between GM3(d34:1) and GM3(18:1_16:0) in OC, hinting at potential mechanistic relationships. Through decision plots, a detailed error analysis was conducted, contrasting feature importance for correctly versus incorrectly classified samples. In essence, our pipeline emphasizes the importance of harmonizing AutoML and XAI, facilitating both simplified ML application and improved interpretability in metabolomics data science.Availabilityhttps://github.com/obifarin/automl-xai-metabolomics.
| S-EPMC10634896 | biostudies-literature
Project description:An experiment explicitly introducing learning strategies to a large, first-year undergraduate cell biology course was undertaken to see whether awareness and use of strategies had a measurable impact on student performance. The construction of concept maps was selected as the strategy to be introduced because of an inherent coherence with a course structured by concepts. Data were collected over three different semesters of an introductory cell biology course, all teaching similar course material with the same professor and all evaluated using similar examinations. The first group, used as a control, did not construct concept maps, the second group constructed individual concept maps, and the third group first constructed individual maps then validated their maps in small teams to provide peer feedback about the individual maps. Assessment of the experiment involved student performance on the final exam, anonymous polls of student perceptions, failure rate, and retention of information at the start of the following year. The main conclusion drawn is that concept maps without feedback have no significant effect on student performance, whereas concept maps with feedback produced a measurable increase in student problem-solving performance and a decrease in failure rates.
| S-EPMC2424300 | biostudies-literature
Project description:In the classroom, metabolism is often approached and received as a mundane exercise in memorization. Teaching metabolism also faces the challenge of negative perceptions that can impede learning. We sought to improve the learning experience in an undergraduate lecture course on microbial metabolism by implementing an illustrated story that follows an Escherichia coli cell during a cholera outbreak. Feedback from students, compiled over four semesters of relatively minimal intervention, suggests that attitudes improved. Most students also thought that storytelling helped them learn. Exam scores suggested that the story could have had a positive performance impact for some questions that required students to apply correct details to specific situations. Our results suggest that a story could improve the learning experience in a course on a traditionally unpopular topic by both improving emotional responses to the subject matter and by providing a familiar framework upon which to contextualize details.
| S-EPMC11910174 | biostudies-literature
Project description:BackgroundPractical courses in undergraduate medical training often lack a didactic concept. Active participation and learning success largely depend on chance. This study was initiated to evaluate a novel concept of structured work-based learning (WBL) in the course of students' half-day radiology immersion experience (IE).MethodsThis prospective, single-centre cohort study included 228 third-year students of the 2019 summer semester who underwent the obligatory radiology IE at a university hospital. The course was based on a novel structured WBL concept that applied established didactic concepts including blended learning, the FAIR principles of feedback, activity, individualization, and relevance, and Peyton's four-step approach. Outcomes of equal weight were student and supervisor satisfaction with the clinical radiology IE assessed by paper-based- and online survey, respectively. Secondary outcome was achievement of intended learning outcomes assessed by means of mini clinical evaluation exercises and personal interviews.ResultsSatisfaction with structured WBL was high in 99.0% of students. Students' expectations were exceeded, and they felt taken seriously at the professional level. Dissatisfaction was reasoned with quality of learning videos (0.6%), little support by supervisors (0.5%), or inadequate feedback (0.6%). Supervising resident physicians rated achievement of intended learning outcomes regarding cognitive and psychomotor competences as excellent for all students. Personal interviews revealed achievement of affective competence in some students. Twelve of 16 (75.0%) supervising physicians were satisfied with focussing on intended learning outcomes and student preparation for IE. Two of 15 (13.3%) supervisors were unsatisfied with time spent, and 4 of 16 (25%) with the approach of assessment.ConclusionsThis study demonstrated that both students and supervisors were satisfied with the novel concept of structured WBL within the scope of clinical radiology IE. Achievement of intended learning outcomes was promising.
| S-EPMC7972199 | biostudies-literature
Project description:In order to provide undergraduate students with a full, rich online learning experience we adapted pre-existing online content including graduate courses from Johns Hopkins University Engineering for Professionals (JHU EP) program. These online courses were designed using published methodologies and held to a high level of rigor of a Masters-level curriculum. Adapting pre-existing online course material enabled us to more rapidly adapt to the COVID-19 shutdown of in-person education. We adapted content to meet the majority of lab-based learning objectives rather than generating self-recorded lecture material and allowing us to focus faculty time on addressing student needs. Here we discuss benefits, challenges, and methods for replicating these courses, and lessons to be applied in future offerings from this experience.
| S-EPMC7781414 | biostudies-literature
Project description:Various personal dimensions of students-particularly motivation, self-efficacy beliefs, and epistemic beliefs-can change in response to teaching, affect student learning, and be conceptualized as learning dispositions. We propose that these learning dispositions serve as learning outcomes in their own right; that patterns of interrelationships among these specific learning dispositions are likely; and that differing constellations (or learning disposition profiles) may have meaningful implications for instructional practices. In this observational study, we examine changes in these learning dispositions in the context of six courses at four institutions designed to scaffold undergraduate thesis writing and promote students' scientific reasoning in writing in science, technology, engineering, and mathematics. We explore the utility of cluster analysis for generating meaningful learning disposition profiles and building a more sophisticated understanding of students as complex, multidimensional learners. For example, while students' self-efficacy beliefs about writing and science increased across capstone writing courses on average, there was considerable variability at the level of individual students. When responses on all of the personal dimensions were analyzed jointly using cluster analysis, several distinct and meaningful learning disposition profiles emerged. We explore these profiles in this work and discuss the implications of this framework for describing developmental trajectories of students' scientific identities.
| S-EPMC6755226 | biostudies-literature