A modular activity to support knowledge retention, application, and metacognition in undergraduate immunology.

ABSTRACT: Learning in undergraduate immunology requires students to be able to retain knowledge, to apply information to new contexts, and to self-assess their understanding of concepts. These core competencies strengthen students' critical thinking and metacognitive skills which, in turn, enhances their ability to identify knowledge gaps and strategies to support future learning. Retrieval practice and feedback-driven metacognition are evidence-based teaching strategies that have been demonstrated to enhance knowledge retention and metacognition in a range of academic disciplines and levels of education, although their implementation and impact on learning in undergraduate immunology remain largely unexplored. To this end, I designed a modular "practice session" activity for a 12-week, upper-level,

SUBMITTER: D'Ambrosio LM 

PROVIDER: S-EPMC11636380 | biostudies-literature | 2024 Dec

REPOSITORIES: biostudies-literature