Problem-based Learning
Problem-solving Tests for Problem-based LearningINTRODUCTION
Received for publication, December 14, 2001
Jozsef Szeberenyi‡
From the Department of Medical Biology, School of Medicine, University of Pecs, H-7624 Pecs,Szigeti 12, Hungary
Following this brief introduction, the first member of aseries of problem-solving tests developed in the Depart-ment of Medical Biology, University Medical School ofPecs, Hungary is presented. Application tests were firstintroduced by Andras Tigyi, former head of the depart-ment, and have been used ever since as an aid to studentlearning and a tool for knowledge assessment in a Molec-ular Cell Biology course for first-year medical students. Inthis type of test, an experimental approach, often used forproblem analysis in open-ended essay-type questions, iscombined with multiple-choice questions. Applicationtests are usually based on original scientific papers; theyraise an experimental problem, briefly describe the meth-ods used in the study, and present the results in figures ortables. The student is expected to evaluate the data and todraw conclusions by answering a set of multiple-choicequestions. To solve these questions, a thorough factualknowledge of the topic is required but is not sufficient; thestudent has to apply his or her knowledge creatively. Ac-cording to the principles of pedagogy, such a knowledge ismore valuable and durable than knowledge acquired bysheer memorization of facts.
Application tests are used for both teaching and assess-ment purposes. As tools for teaching they are best suitedfor individual learning but can also be used in small groupdiscussions. Key terms are listed at the beginning of thetests to describe those topics that the student should befamiliar with before attempting to solve the test. These keyterms should help faculty in deciding where in the courseto use the various tests for discussion groups. The key-words are not usually listed on the exam sheets. As exammaterial, these tests are suitable for the objective assess-ment of the higher domains of the intellectual skills of thestudents in molecular cell biology. In our department they
are used for assessment as part of the final examination.Anonymous feedback surveys conducted regularly in ourcourse indicate a mixed reaction from the students; al-though bright, motivated students interested in cell biology(perhaps 30% of the classes) are enthusiastic about theapplication tests, others, who perform poorly on the ex-ams, become frustrated and annoyed by them. Applicationtests are thus most effectively used in special courses orPh.D. programs and to select students deserving the bestexam grades.
More than a 150 problem-solving tests have been writ-ten and used in our cell biology course. The experiencegathered over the years, as well as examples for the ap-plication tests, have been published in several papers[1–5]. A collection of 41 application tests was publishedrecently in a booklet [6]. Those involved in the develop-ment of this problem-solving exercise believe that suchtests help the students to have an insight into how scienceworks, to acquire useful knowledge in cell biology, andmaybe even to have intellectual excitement andsatisfaction.
REFERENCES
[1] J. Szeberenyi, A. Tigyi (1987) The use of application test, a novel typeof problem-solving exercise as a tool of teaching and assessment ofcompetence in medical biology, Med. Teacher 9, 73–82.
[2] J. Szeberenyi, G. Boglari, L. Komaromy, N Nusser, M. Pap, A Sebok,Gy. Setalo, A. Tigyi (1996) Problem-oriented teaching of molecular cellbiology, Med. Educ. 30, 232–234.
[3] J. Szeberenyi, G. Boglari, L. Komaromy, N. Nusser, M. Pap, A. Sebok,Gy. Setalo, A. Tigyi (1996) The way we teach molecular cell biology atthe University Medical School of Pecs, Hungary, Med. Teacher 18,213–218.
[4] J. Szeberenyi (1996) Problem-solving in molecular biology, Biochem.Educ. 24, 222–225.
[5] J. Szeberenyi (1998) Development of problem-solving teaching andassessment exercises in a molecular cell biology course, Basic Sci.Educ. 8, 3–6.
[6] J. Szeberenyi (1999) Experiments in Molecular Cell Biology, DialogCampus Publisher, Budapest-Pecs, Hungary, p. 259.
‡ To whom correspondence should be addressed. E-mail:[email protected].
© 2002 by The International Union of Biochemistry and Molecular Biology BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATIONPrinted in U.S.A. Vol. 30, No. 1, p. 61, 2002
This paper is available on line at http://www.bambed.org 61
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