Supplemental Learning in the Laboratory: An Innovative Approach for Evaluating Knowledge and Method Transfer

• Melissa D. Carter ^[1] ; Sarah S. Pierce ^[2] ; Albert D. Dukes III ^[3] ; Rebecca H. Brown ^[4] ; Brian S. Crow ^[1] ; Rebecca L. Shaner ^[1] ; Leila Heidari ^[6] ; Samantha L. Isenberg ^[1] ; Jonas W. Perez ^[1] ; Leigh Ann Graham ^[7] ; Jerry D. Thomas ^[1] ; Rudolph C. Johnson ^[1] ; Aren E. Gerdon ^[5]
  1. [1] National Center for Environmental Health

     National Center for Environmental Health

     Estados Unidos

     
  2. [2] Cumberland University

     Cumberland University

     Estados Unidos

     
  3. [3] Lander University

     Lander University

     Estados Unidos

     
  4. [4] West Kentucky Community and Technical College

     West Kentucky Community and Technical College

     Estados Unidos

     
  5. [5] Emmanuel College

     Emmanuel College

     Estados Unidos

     
  6. [6] Oak Ridge Institute for Science and Education Fellow at the Centers for Disease Control and Prevention, United States
  7. [7] Battelle at the Centers for Disease Control and Prevention, United States

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 94, Nº 8, 2017, págs. 1094-1097
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The Multi-Rule Quality Control System (MRQCS) is a tool currently employed by the Centers for Disease Control and Prevention (CDC) to evaluate and compare laboratory performance. We have applied the MRQCS to a comparison of instructor-led and computer-led prelaboratory instruction for a supplemental learning experiment. Students in general chemistry and analytical chemistry from both two- and four-year institutions performed two laboratory experiments as part of their normal laboratory curriculum. The first laboratory experiment was a foundational learning experiment in which all of the students were introduced to the Beer–Lambert law and spectrophotometric light absorbance measurements. The foundational learning experiment was instructor-led only, and participant performance was evaluated against a mean characterized value. The second laboratory experiment was a supplemental learning experiment in which students were asked to build upon the methodology they learned in the foundational learning experiment and apply it to a different analyte. The instruction type was varied randomly into two delivery modes, with participants receiving either instructor-led or computer-led prelaboratory instruction. The MRQCS was applied, and it was determined that there was no statistical difference between the quality control passing rates of the participants receiving instructor-led instruction and those receiving computer-led instruction. These findings demonstrate the successful application of the MRQCS to evaluate knowledge and technology transfer.