Minicases provided to students contain info about the bacterium from the patient and the patient signs/symptoms. The objective for the students is to correctly ID which organism causes the infection and explain why to support their answer. Minicases provide info concerning both of the areas(bacteria & patient) in 2-4 sentences. I wanted to see if students could id these two areas cold turkey - no lecture from me, just reading the minicase. The majority of students just identified bacteria info as important - 70%. Only 25% identified both disease info and bacterial info. 5% were clueless. This assignment was 4pts, 2pts were for WHY they chose the info they did. 84% of the 'bacteria' and 67% of the 'both' students adequately addressed WHY. Googling was largely responsible for the reason students pointed out bacteria info. But the prompt also directs them to determine which organism is causing the disease. They will be learning that it is very important to check this answer with patient signs/symptoms to see if it makes sense. Data is updated to include minicase 2.
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| minicase-data.docx | 12.26 KB |
Comments
I'm looking forward to the update! My question is, will you continue to do this in the future, and if so, will you modify it?
By the way, with a little tweaking I think this could be turned into a Critical Inquiry assessment!
Pete
I did update it after minicase 2, the data is in the doc. Of course I will continue to look at the info for future minicases.
This is a great example of the action research cycle. Even though you aren't sure you will continue with the new process, you still informed your instruction in a positive manner.