Abstract:

Background:
Research evidence demonstrates that student engagement promotes meaningful learning experiences and supports students in order to achieve their full academic potential. This is of particular importance when a university lecturer has to deal with large classes and advanced biomedical concepts, such as Epigenetics. The sandwich principle has been shown to be a good teaching solution for delivering advanced concepts in large classes. According to this model a lecture should be structured as a sequence of different subunits where collective and self-learning are alternated. There is an extensive list of active-learning strategies and tools which can be integrated at a Sandwich-based teaching session in order to design efficient in-class learning activities. One time-saving solution which is nowadays enjoying widespread success is personal response systems (PRS) with clickers and/or mobile and Web Apps.

Aims and methodology:
In this study we performed an educational experiment and we sought evidence for the effectiveness of PRS within “Sandwich model” in comparison to non-PRS activities. Using an undergraduate biomedical student cohort, we measured student learning in-class as well as their attitudes relating to the use of Sandwich-based active learning strategies including PRS. Our initial cohort was divided in two groups and the teaching session was delivered twice with Sandwich structure/ PRS incorporation (S-group) or with traditional lecture format (control group) respectively. Both groups were asked to participate on a formative assessment at the end of the class as well as to provide feedback on their experience.

Results:
Our results validate the applicability of the Sandwich model and PRS technology by showing improved learning outcomes and positive student attitudes in comparison to control group. Importantly, student performance at a formative assessment at the end of the class in the form of MCQ was significantly improved for the PRS-engaged cases and a significant number of students reported that learning outcomes were realized through PRS. Despite the importance of PRS as an active learning strategy, we observed no significant difference between PRS-based and other forms of in-class learning activities such as peer discussion, one-minute paper, image quiz, muddiest point etc.

Discussion:
In conclusion, our work provides experimental evidence for the efficiency of sandwich principle in teaching advanced biomedical concepts in large classes including the incorporation of PRS. As evident by student feedback, an active learning approach with PRS can be a strategic option for enhancing learning outcome and student satisfaction. However, our data show that PRS are not superior to non-PRS forms of learning activities. Therefore, it is suggested that a variety of in-class learning activities with the incorporation of PRS occasionally in a sandwich-based model can be an efficient strategy for delivering difficult concepts such as Epigenetics. This teaching pedagogical approach can positively impact learning outcome and student satisfaction.

Keywords:

Active learning, sandwich principle, higher education didactics, teaching biology, teaching epigenetics, personal response systems (PRS), clickers.