We present as a case study the evolution of a series of participant-centered workshops designed to meet a need in the life sciences education community—the incorporation of best practices in the assessment of student learning. Initially, the ICABL (Inclusive Community for the Assessment of Biochemistry and Molecular Biology/BMB Learning) project arose from a grass-roots effort to develop material for a national exam in biochemistry and molecular biology. ICABL has since evolved into a community of practice in which participants themselves—through extensive peer review and reflection—become integral stakeholders in the workshops. To examine this evolution, this case study begins with a pilot workshop supported by seed funding and thoughtful programmatic assessment, the results of which informed evidence-based changes that, in turn, led to an improved experience for the community. Using participant response data, the case study also reveals critical features for successful workshops, including participant-centered activities and the value of frequent peer review of participants' products. Furthermore, we outline a train-the-trainer model for creating a self-renewing community by bringing new perspectives and voices into an existing core leadership team. This case study, then, offers a blueprint for building a thriving, evolving community of practice that not only serves the needs of individual scientist-educators as they seek to enhance student learning, but also provides a pathway for elevating members to positions of leadership.

中文翻译：

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BMB 评估中自我更新、以参与者为中心的研讨会系列的演变

我们以案例研究的形式介绍了一系列以参与者为中心的研讨会的演变，这些研讨会旨在满足生命科学教育界的需求——将最佳实践纳入学生学习评估。最初，ICABL（生物化学和分子生物学评估包容性社区/BMB 学习）项目源于一项为生物化学和分子生物学国家考试开发材料的基层努力。此后，ICABL 已发展成为一个实践社区，参与者本身通过广泛的同行评审和反思，成为研讨会中不可或缺的利益相关者。为了检验这种演变，本案例研究从一个由种子资金和深思熟虑的计划评估支持的试点研讨会开始，其结果为基于证据的变革提供了信息，从而改善了社区的体验。利用参与者响应数据，案例研究还揭示了成功研讨会的关键特征，包括以参与者为中心的活动以及对参与者产品进行频繁同行评审的价值。此外，我们概述了培训师培训模型，通过为现有核心领导团队带来新的观点和声音来创建自我更新的社区。因此，本案例研究为建立一个蓬勃发展、不断发展的实践社区提供了蓝图，该社区不仅满足个别科学家教育者在寻求加强学生学习时的需求，而且还提供了将成员提升到领导职位的途径。