Pairoj Boonluksiri, Hathaitip Tumviriyakul, Rajin Arora, Win Techakehakij, Parinya Chamnan, Nawapat Umthong
Community-based learning enhances doctor retention
Education for health (Abingdon, England)
recent calls improving undergraduate biology education emphasized importance students learning apply quantitative skills biological problems motivated students apparent inability transfer existing quantitative skills biological contexts designed taught introductory molecular cell biology course integrated application prerequisite mathematical skills biology content reasoning throughout aspects course paper describe principles course design present illustrative examples course materials integrating mathematics biology also designed outcome assessment made items testing students understanding biology concepts ability apply mathematical skills biological contexts administered prepostcourse test students experimental section sections course precourse results confirmed students inability spontaneously transfer prerequisite mathematics skills biological problems prepostcourse outcome assessment comparisons showed compared students sections students experimental section made greater gains integrated mathbiology items also made comparable gains biology items indicating integrating quantitative skills introductory biology course deleterious effect students biology learning