CURE Lecture Too: MCAT, BCI, and Tracking Data Show Students Who Discussed Research Data in Lecture Learned More than Peers Using Traditional Textbooks
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| Title: | CURE Lecture Too: MCAT, BCI, and Tracking Data Show Students Who Discussed Research Data in Lecture Learned More than Peers Using Traditional Textbooks |
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| Language: | English |
| Authors: | Douglas B. Luckie (ORCID |
| Source: | Advances in Physiology Education. 2026 50(1):254-260. |
| Availability: | American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Student Research, Lecture Method, Discussion (Teaching Technique), Textbooks, Conventional Instruction, Instructional Effectiveness, Biology, Scientific Research, Introductory Courses, Physiology, Majors (Students), College Science, Science Instruction, Experimental Teaching, Science Achievement |
| Geographic Terms: | Michigan |
| Assessment and Survey Identifiers: | Medical College Admission Test |
| DOI: | 10.1152/advan.00002.2025 |
| ISSN: | 1043-4046 1522-1229 |
| Abstract: | The purpose of this study was to examine the impact of an intervention, a "CURE lecture" approach, that introduced course-based undergraduate research experience (CURE) strategies into the lecture setting. Rather than learning biological explanations from a traditional textbook, instead students studied primary literature curated in a reformed research-focused textbook and had discussions of data and experimental design. In control cohorts, reformed active and cooperative pedagogies were used in lecture to engage students in learning traditional textbook content. In experimental cohorts, "lecture" format was replaced with active and cooperative "journal club" discussions of published experiments. Prior studies examined use of research-focused "Integrating Concepts in Biology" ("ICB") textbook readings in two sequential introductory biology courses. In this study, assessments focused on student learning gains after a single semester. Klymkowsky's Biology Concept Inventory with known misconceptions as distractors and Loznak's Medical College Admission Test (MCAT) instrument used for over a decade prior joined longitudinal tracking to evaluate impact of intervention. The ICB student cohort had higher scores (46.3% vs. 34.3%) than the control cohort on the concept inventory and on the MCAT questions performed comparably in the range achieved by peer control students since the year 2000. Longitudinal tracking revealed that ICB students immediately outperformed peers in their next biology course the following semester. The literature suggested that a two-semester ICB experience helped students better succeed, and these findings support that even a shorter exposure, of just a single semester, to the CURE lecture strategy is impactful to students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497638 |
| Database: | ERIC |
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