Mapping the conceptual understanding and retention of such understanding amongst students in education is an arduous task. This task was recently taken on by the biochemistry of a large research-oriented institution to identify areas of the curriculum that required improvements. In collaboration with said faculty, we tracked the cognitive transfer of students over the course of two biochemistry courses using a modified version of The Instrument of Foundational Concepts for Biochemistry (IFCB). The instrument was used as a pre/post-test in Biochemistry I and a post-test for Biochemistry II to understand students’ progression through the sequence. Furthermore, given the substantial involvement of the faculty in the project, there perspectives were also curated via semi-structured interviews. We will present the findings of a cohort of 316 students from the initial course and a 20-student cohort whom underwent the sequence. We will also present the shared experiences and perspectives of the faculty as they participated in this investigation.

Examining student key conceptual understanding & faculty perspectives on undergraduate biochemistry education

ACS Spring Meeting 2021

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