To evaluate the impact of active learning approaches in a basic molecular and cell biology course for undergraduate students, we assessed the effect of learning by teaching and peer review on the learning outcomes. A literature seminar activity with peer review and feedback was organized as a compulsory activity for all students, covering about 25% of the course content. The remaining 75% of the course was delivered as classical lectures. The students collaborated in groups to present the content of a review article complemented with a research article. For each group of students, an opponent group was assigned to challenge the presenting group by questions and contribute to the evaluation of the presentation together with the teacher. Based on the feedback survey, the students reacted positively to this active learning exercise, and they strongly recommended keeping it in the future editions of the course. The students' exam scores strongly indicated that the learning outcomes from the learning by teaching part of the course were consistently higher than from the classical lecture part of the course. Further optimization of the active learning part of the course is outlined based on student feedback.

中文翻译：

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通过教学有效提高细胞分子生物学课程的学习成果


为了评估主动学习方法对本科生基础分子和细胞生物学课程的影响，我们评估了教学学习和同行评审对学习成果的影响。组织了同行评审和反馈的文学研讨会活动，作为所有学生的必修活动，覆盖了课程内容的约25%。其余75%的课程以经典讲座的形式进行。学生们分组合作，展示一篇评论文章的内容，并辅以一篇研究文章。每组学生都被分配了一个对手组，通过问题挑战演示组，并与老师一起对演示进行评估。根据反馈调查，学生们对这种主动学习练习反应积极，他们强烈建议在课程的未来版本中保留它。学生的考试成绩强烈表明，课程教学部分的学习成果始终高于课程经典讲座部分的学习成果。根据学生的反馈，概述了课程主动学习部分的进一步优化。