Competency-Based Reforms of the Undergraduate Biology and

Premedical Curriculum

Michael Gaines William LaCourse David Sanders Katerina Thompson

• Bio2010: Active learning and interdisciplinary curricula

• SFFP: Integrative competencies rather

• V&C: Core concepts and

competencies

• PCAST: Focus on first two years of undergraduate STEM education

SFFP undergraduate pre-medical student competencies

1: Quantitative reasoning 2: Scientific inquiry3: Physics4: Chemistry5: Molecular biology6: Structure and function7: Sense and behavior8: Evolution

Competency E8Demonstrate an understanding of how the organizing principle of evolution by natural selection explains the diversity of life on earth.

Competency E8Demonstrate an understanding of how the organizing principle of evolution by natural selection explains the diversity of life on earth.

Learning objective 1: Explain how genomic variability and mutation contribute to the success of populations.

Learning objective 2: Explain how evolutionary mechanisms contribute to change in gene frequencies in populations and to reproductive isolation.

Biological & Biochemical

Foundations of Living Systems

Chemical & Physical

Foundations of Biological Systems

Psychological, Social, & Biological

Foundations of Behavior

Critical Analysis & Reasoning

Skills

Big changes are coming to the MCAT in 2015

Eliminates writing sample

ADDED

• Development of competency-based modules for undergraduate life science courses

• Piloting of modules

• HHMI on-line resource bank for implementing competency-based life science courses at other institutions

Goals of the NEXUS project

Chemistry Math

Physics

Biology

CaseStudies

Linking the Physical and Biological Sciences in the Undergraduate Biology Curriculum: A

Redesigned Introductory Physics Course for Biology Students

• Build on an existing, reformed physics class that already stresses competency building (but lacks a strong focus on interdisciplinarity)

• Strengthen interdisciplinarity by – Requiring calculus, introductory biology, and introductory

chemistry as pre-requisites

– Negotiating course content with biologists and chemists

• Help students see physics as a way of – Strengthening general scientific competencies

– Gaining a deeper understanding of biological phenomena

Creating a new physics sequence

Content decisions

Expand or include Reduce or eliminate

• Atomic and molecular models of matter

• Energy, including chemical energy• Fluids, including fluids in motion and

solutions• Diffusion and gradient driven flows• More emphasis on dissipative forces

(viscosity)• Electrostatics in fluids• Kinetic theory, implications of

random motion, statistical picture of thermodynamics

• Projectile motion• Universal gravitation• Inclined planes, mechanical

advantage• Linear momentum• Rotational motion• Torque, statics, and angular

momentum

Course structure

• A wikibook for student readings– Students read 2-3 webpages before each class

and write a brief summary and question for each.• Homework and recitation problems that do

physics skill development in biological contexts– How big is a worm?– Moving listeria

• In-class clicker (peer instruction) problems

Revised laboratory curriculum

First Semester: Exploring directed motion, random motion, and forces

Second semester: Exploring buoyancy, microfluidics, and optics

• Analyzing biological motion videos

• Understanding and quantifying random motion

• Determining mass of unknown materials from random motion

• Random vs. directed motion

• Terminal velocity and the balance of forces

• Constructing microfluidic chambers to examine fluid flow and diffusion

• Using acrylic beads that are lighter than the surrounding fluid

• Phase contrast microscopy

Course resourcesNEXUSphysics.umd.edu

• Full semesters• “Threads” on specific topics

– Estimation and quantification– Energy and chemical bonds– Gradient driven flow– Action potentials

• Lab curriculum (under development)

Assessment plan

• Do they still learn physics?– Force and Motion Conceptual Evaluation (FMCE)

• Do they have a greater appreciation for the interdisciplinary nature of modern biology?– MPEX2 Interdisciplinary Cluster

• Does their understanding of physics help them make better sense of biological phenomena?– Rubric-graded student artifacts that are indicators

of specific scientific competencies

Do they still learn physics?

FMCE Force Questions FMCE Energy Questions0%

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NEXUS pilot course (N=20)

Reformed traditional course (N=189)

Traditional course (N=201)

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gain

Do they have a greater appreciation for the interdisciplinary nature of modern biology?

(Expert)

(Less Expert)

Hall, Cooke & Redish (in prep)

How successful were the labs in helping you achieve these goals?

Interpret data

Work in groups

Understand concepts

Communicate ideas

Design experiments

Prepare for future career

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% of students

Moore, Giannini, & Losert (submitted)

Experiments Exploring the Use of Quantitative Modeling Core Competency Development in

Select Foundational Courses

College of Natural and Mathematical Sciences

Team Members: Dean Bill LaCourse Asst. Dean Kathy Sutphin

Jeff Leips (Biology) Sarah Leupen (Biology) Kathleen Hoffman (Mathematics and Statistics) Kathy Dowell (Assessment)

Develop 11 active learning modules to introduce a competency-based curriculum into active learning environments for two introductory biology courses:

• Biology 141 – Foundations of Biology: Cells, Energy and Organisms

• Biology 142 – Foundations of Biology: Ecology and Evolution

Mathematical modeling and quantitative reasoning

Focus on SFFP competency E-1 (quantitative reasoning) while incorporating other competencies E-2 to 8, as appropriate

Biology 141 Modules

• Introduction to Mathematical Modeling• Mendelian Genetics• Animal Physiology—Size and Surface Area• Cell Structure and Function—How to Escape a Jaguar• Transcription and Translation (in revision)• Plant Physiology-Photosynthesis• Diffusion in Biological Systems

Biology 142 Modules

• Introduction to Mathematical Modeling**• Biodiversity*• Population Genetics I – Breeding Bunnies (Natural

Selection)**• Population Genetics II—Migrating Bunnies (Genetic

Drift and Migration)**

** Piloted and summative assessment completed* Piloted

Module components designed for ease of adoption and adaptation

• Tutor Guide– Module Content– Alignment to HHMI Competencies– Table of Contents

• Module Worksheet• Pre-lab Review Questions / Quizzes• Suggested Questions for Formative Assessment• Guide for Implementation

Each Module is formatted as follows:

Current Assessment Plan:• Formative Assessment:

- Two - four graded questions from each module thatassess specific objectives covered in the module

- Student Attitude Assessment

• Summative Assessment:Pre and post assessment exam given on the first and lastday of class

• Pre/Post Assessment~ 30 questions on demographics/prior coursework/transfer(information obtained in separate questionnaire)~ 30 questions (~15 to assess specific competencies)

Assessment Results: Attitude

Example: Pre-post Assessment Validation

DISSEMINATION

Workshop at UMCP – October 22, 2013: 20 attendees

Developing Modules for a Competency-based, Biochemically-focused Chemistry

Curriculum for Premedical and Life Science Undergraduate Students

QUESTIONS TO PONDER

• How has the Biology curriculum changed in the last 30 years?

• How have the Chemistry, Physics, and Mathematics curricula for Life-Science students changed in the last 30 years?

Biological & Biochemical

Foundations of Living Systems

Chemical & Physical

Foundations of Biological Systems

Psychological, Social, & Biological

Foundations of Behavior

Critical Analysis & Reasoning

Skills

Big changes are coming to the MCAT in 2015

1 – 2 – 1 Purdue Curriculum for Life Science Students

Competency-based, biochemically-focused chemistry curriculum for premedical and life science students

Motivations and Rationale Driving Curricular Change

• Traditional general chemistry and organic chemistry courses were not serving the needs and interests of life science students –- e.g., the organic chemistry was focused on transforming students into synthetic organic chemists rather than preparing them for biochemistry

• Desire to have students take biochemistry immediately after organic chemistry to prepare them for advanced study in biology/biochemistry and undergraduate research.

Chemistry CompetencyCompetency E4:

Demonstrate knowledge of basic principles of chemistry and some of their applications to the understanding of living systems.

Learning Outcome 1: Demonstrate knowledge of atomic structure

Learning Outcome 2: Demonstrate knowledge of molecular structure

Learning Outcome 3: Demonstrate knowledge of molecular interactions

Learning Outcome 4: Demonstrate knowledge of thermodynamic criteria for spontaneity of physical processes and chemical reactions and the relationships of of thermodynamics to chemical equilibrium.

Learning Outcome 5: Demonstrate knowledge of principles of chemical reactivity to explain kinetics and derive possible reaction mechanisms.

Learning Outcome 6: Demonstrate knowledge of the chemistry of carbon-compounds relevant to their behavior in an aqueous environment Learning Outcome 7: Explain the chemical principles that allow structural inference about bio-organic molecules

Biochemistry Competency

Competency E5: Demonstrate knowledge of how biomolecules contribute to thestructure and function of cells.

Learning Outcome 1: Demonstrate knowledge of the structure, biosynthesis, and degradation of biological macromolecules.

Learning Outcome 2: Demonstrate knowledge of the principles of chemical thermodynamics and kinetics that drive biological processes in the context of space (i.e., compartmentation) and time: enzyme-catalyzed reactions and metabolic pathways, regulation, integration, and the chemical logic of sequential reaction steps.

Does CHM109 Effectively Prepare Students for Success in Organic

Chemistry?

• Data demonstrate no significant difference between performance in organic chemistry for those that took CHM 109 or the traditional two semester sequence.

Free-standing Modules for Chemistry CurriculumGeneral Chemistry

Acid/BaseAvailable

KineticsIn Progress

Redox Thermodynamics

Organic Chemistry Acid/Base

Available Intermolecular Interactions

In Progress Biological Leaving Groups Biochemical Pathways & Cofactors

All modules provided with: 1) stated goals and outcomes, 2) module content, 3) accessory problems and, 4) validated assessment tools. Some modules will have an accompanying laboratory.

Ongoing Challenges

Getting buy-in from stakeholder life science departments Keeping open active lines of communicationPreventing “turf” battles

Maintaining resource “neutrality” (e.g. TA lines)Handling large class size: ~450, Fall 2013Effectively assessing learning in large classDeveloping guided-inquiry labs for large class

Overcoming resistance in Chemistry departments based upon tradition

Teaching and Assessing the SFFP Competencies for Preparing Scientists

and Health Professionals

• Advanced Program for Integrated Science and Math (PRISM)

• the Honors Program in Medicine (HPM)

• 90% of undergraduate science majors are pre-medical

• unique collaboration among basic science and medical school faculty

An Ideal Setting for NEXUS:

Cycling (biology, chemistry, math)Diabetes (biology, chemistry, math)Evolution (biology, chemistry, physics)Free Diving (biology, chemistry, math)Milk (biology, chemistry)Ocean Acidification (chemistry, math)Smart Pills (biology, chemistry, math)Strep Throat (biology, math)

Case studies use medically-oriented scenarios to assess student competency.

Case studies are implemented in multiple forums.

• PRISM biology & chemistry workshops• PRISM calculus computer lab sessions• Biology/math-based workshops (general biology course)• Chemistry for the Life Sciences course workshops• Large lecture class recitation sessions• Non-majors biology course (in progress)

• Competency achieved by PRISM students will be greater than that achieved by traditional pre-medical students and HPM students with matching SAT scores.

• Three experimental groups

• Pre- and post-surveys, focus groups, course performance, and MCAT scores

Hypothesis and Study Design:

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"The case modules are effective."

Bad BloodDiabetesEvolutionFree DivingOcean AcidificationSmart PillsStrep Throat

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"The case modules provide opportunities for application of critical thinking skills."

Bad BloodDiabetesEvolutionFree DivingOcean AcidificationSmart PillsStrep Throat

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Improvement in effectiveness of case stud-ies after faculty editing

Smart Pills (Fall 2011)Smart Pills (Fall 2012)Ocean Acidification (Fall 2011)Ocean Acidification (Fall 2012)

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• Case studies – reinforce concepts learned– relate concepts they learn to real world situations

• Students– appreciate the integration of the sciences– like how they are challenged to think critically– feel that clarity and organization of case studies need

improvement– think some questions are too vague and the required

math is too difficult

Student Feedback

• Able to answer all case study questions• Rated case studies highly and felt they were effective

in integrating the sciences and math– Integration similar to MCAT passages

• Took between 1 and 10 hours to complete a case study• Suggestions

– More background information– Some questions need better clarification or

additional pointers

Student Experts

• Faculty commitment is difficult due to other obligations and responsibilities.

• Case study implementation is constrained by limited

class time.

Challenges

• Improving integration of case studies into curriculum

• Better preparation of case study facilitators

• Focus groups for students, case study facilitators, and faculty

• New case studies with physics under development

• Summative evaluation – comparison of MCAT scores across the three experimental groups to quantitate student learning and competency

In Progress and Future Steps

Dissemination• Faculty from each institution will visit other

institutions to assist in initial implementation of modules.

• We will adopt and adapt modules from partner institutions.

Chemistry Math

Physics CaseStudies

Biology

http://www.hhmi.org/grants/office/nexus/

nexus@hhmi.org

NEXUS project information and updates:

Discussion Questions

1. What is a competency?2. What are the external incentives for developing a

competency-based curriculum?3. How does a competency-based curriculum differ

from what is already in place at your institution?4. What are the opportunities and challenges of

implementing a competency-based curriculum? 5. How might learner competency best be assessed?

current MCAT

# of Test Items

Testing Time

(minutes)

Biological Sciences

52 70

Physical Sciences 52 70

Verbal Reasoning 40 60

Writing Sample

2 essays 60

Total Content Time 4 hours, 20

minutes

MCAT 2015# of Test

Items

Testing Time

(minutes)

Biological & Biochemical Foundations of Living Systems

65 95

Chemical & Physical Foundation of Living Systems

65 95

Lunch Break

Critical Analysis & Reasoning Skills 60 90

Psychological, Social, & Biological Foundations of Behavior

65 95

Total Content Time 6 hours, 15 minutes

The collaborationUniversity Focus SFFP

Competencies

Purdue Univ. Development of an Undergraduate Chemistry Curriculum and Associated Learning Resources for the Life Sciences

E1.1, E1.5, E2.1–4, E3.5, E4 (all), E5.1, and E7.1

Univ. of MD, College Park

Linking the Physical and Biological Sciences in the Undergraduate Biology Curriculum

E1-E3, E4.4, E4.6, E5.2, E6.4, E7.1-2

UMBC (Univ. of MD, Baltimore County)

Experiments Exploring the Use of Quantitative Modeling Core Competency Development in Select Foundational Courses: The introduction of mathematical modeling in core introductory biology courses

E1-primary; E2-E8 - ancillary

Univ. of Miami

Teaching and Assessing the SFFP Scientific Foundations for Future Physicians Competencies for Entering Medical Students: The development of capstone case studies for integrating and assessing the competencies of biological science students.

E1-8

Pedagogy of competency-based learning

Infuse math throughout the

curriculum

Operationalize skills

Develop skills into competencies

• Interdisciplinary

• Active learning

BIO 2010 (2003) urged transformation of the undergraduate biology curriculum.

Scientific Foundations for Future Physicians (2009) addressed the constraints to

curriculum transformation.• Emphasizes eight

competencies rather than courses

• Allows flexibility in designing curricula

• Shift from teaching stand alone subjects to teaching integrative science competencies

• Articulates core concepts and competencies

• Encourages student-centered learning

• Promotes institutional commitment to change

• Engages the national community in implementing a shared vision

Vision & Change (2011) provided a framework for instituting curricular change.

PCAST Engage to Excel (2012) proposed strategies to increase STEM college graduates.

• Improve first two years of undergraduate STEM education

• Adoption of evidence-based teaching practices

• Lab course with authentic research

• Diversify pathways to STEM careers