FastFeedback Questions: A new teaching method

In Australian Universities, based on a study from 1992 to 2014, the Feedback item has been consistently poorly rated by students. In addition, Biochemistry is a complex STEM subject which many students find difficult and was considered the hardest subject according to a recent study by Antigua medic...

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Bibliographic Details
Published in:Biochemistry and molecular biology education 2018-03, Vol.46 (2), p.121-129
Main Author: Elnashar, Magdy Mahmoud
Format: Article
Language:English
Subjects:
Biochemistry
Computer Software
Embedding
engagement
Feedback
Feedback (Response)
Foreign Countries
Grades (Scholastic)
Lecture Method
Molecular Biology
New teaching method
PowerPoint
rapid formative assessment
Science Instruction
Science Tests
Scores
Statistical Analysis
Student Attitudes
Students
Teaching Methods
Undergraduate Students
Universities
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Summary:In Australian Universities, based on a study from 1992 to 2014, the Feedback item has been consistently poorly rated by students. In addition, Biochemistry is a complex STEM subject which many students find difficult and was considered the hardest subject according to a recent study by Antigua medical school in the United States. In this work, a new and interactive teaching method, FastFeedback Questions (FFQs), has been devised. FFQs are a rapid formative feedback method that involves embedding carefully crafted focus questions alongside PowerPoint slides (outside the slide field). The PPT is then projected as usual, but not in slide show mode, so the areas outside the main slide window are visible to the students. Prior to the lecture students receive a version without the answers. During the face‐to‐face lecture, the lecturer goes through the answers in an interactive way by requesting that students answer the FFQs, which can be verified immediately from the PPT slide. The focus questions not only increase students' understanding of the slides, they also model good answers. FFQs were delivered to the students of third year clinical biochemistry at Curtin University. Number of students in this study, n = 311. The final exam marks support the use of FFQs as there is an overall improvement of the student average grade by ≈10% from ≈63% in 2010–2014 (no FFQs) to ≈72.6% in 2015–2017 (FFQs). FFQs have also gained the accolade of the students as their feedback was on average ≈97% compared to ≈80.5% for the Faculty and University. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(2):121–129, 2018.
ISSN:1470-8175
1539-3429
DOI:10.1002/bmb.21103