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Gauging the Gaps in Student Problem-Solving Skills: Assessment of Individual and Group Use of Problem-Solving Strategies Using Online Discussions

William L. Anderson^*, Steven M. Mitchell^*,, and Marcy P. Osgood^*

*Department of Biochemistry and Molecular Biology, and Office of Academic Support and Information Systems, University of New Mexico School of Medicine, Albuquerque, NM 87131-0001

Monitoring Editor: Deborah Allen

Address correspondence to: Marcy P. Osgood (mosgood{at}salud.unm.edu)

For the past 3 yr, faculty at the University of New Mexico, Department of Biochemistry and Molecular Biology have been using interactive online Problem-Based Learning (PBL) case discussions in our large-enrollment classes. We have developed an illustrative tracking method to monitor student use of problem-solving strategies to provide targeted help to groups and to individual students. This method of assessing performance has a high interrater reliability, and senior students, with training, can serve as reliable graders. We have been able to measure improvements in many students' problem-solving strategies, but, not unexpectedly, there is a population of students who consistently apply the same failing strategy when there is no faculty intervention. This new methodology provides an effective tool to direct faculty to constructively intercede in this area of student development.