GENES MOLECULES
AND CELLS
Course Directors:
Helen Tempest PhD
Jenny Fortun PhD
Course Coordinator:
Ana Morales
G
M
C
ALL THE INFORMATION IS IN
YOUR SYLLABUS
COURSE LEVEL OBJECTIVES
1- Cell biology: Identify and
explain the structure and
function of organelles,
molecular components of the
cell, and the major
processes and mechanisms
that sustain normal cell
function and homeostasis.
COURSE LEVEL OBJECTIVES
2- Biochemistry: Recognize
the role of metabolism,
focusing on the relevance of
metabolic pathways, ratelimiting reactions, enzymatic
regulation, and integration
between metabolic pathways.
COURSE LEVEL OBJECTIVES
3- Molecular Biology and
Genetics: Identify the normal
structure, function and
transmission of genetic material,
focusing on replication,
transcription, and translation, as
well as the mechanisms/genetic
principles that underpin
inheritance.
COURSE LEVEL OBJECTIVES
Cause of disease: Evaluate clinical
or physical findings to identify the
underlying cause of disease, and
predict patient risk for a genetic
or acquired condition.
Consequence of disease:
Recognize and explain how
inherited or acquired biomolecular
defects affect molecular and
cellular processes.
COURSE LEVEL OBJECTIVES
Principles of therapy and disease
prevention: Explain how molecular and
cellular processes might be modified
by endogenous or exogenous factors,
including drugs, and evaluate the
potential therapeutic use of these
factors.
Cellular and molecular basis of
diagnostic testing and screening:
Select and justify the most
appropriate laboratory or clinical test
for a given problem or patient
symptom, interpret results of
clinical/experimental data, and predict
outcomes based on that data.
COURSE LEVEL OBJECTIVES
7- Group work: Prepare,
discuss and summarize
information during small group
activities in order to advance
individual and group
knowledge.
Application exercises
Flipped Classroom
Case based discussions
SESSION-SPECIFIC LEARNING
OBJECTIVES
INSTRUCTIONAL METHODS
1- Lectures
2- Application Exercises
INSTRUCTIONAL METHODS
3- Weekly Quizzes
Assessment: Pass (70%)/Fail (<70%)
INSTRUCTIONAL METHODS
4- Case-Based Discussions
-
Small/Large groups
Mandatory attendance
Developed in parts
Module Case-Based Discussion
Intellectual
engagement
Group
processes
Punctuality
Participation did NOT
positively contribute to
group learning
Contributed minimally or
not at all to collective
thinking
Participation contributed
to group learning
Participation contributed
substantially to group
learning
Deepened group learning
through significant
contributions
Contributed (voluntarily or
when called upon)
meaningfully to collective
thinking
Impeded group
Appropriately managed own Evidenced group
functioning
contributions to group
facilitation skills
More than 5 min late (w/o 1-5 minutes late
On time
excused absence)
THE 3 MOST COMMON STUDENTS
QUESTIONS
1. What do I need to study? What is on the test?
2. Why is my score in the test not reflecting what I
know or the time I have spent studying?
3. What resources do I need to use to study?
Q#1: WHAT DO I NEED TO STUDY?
WHAT IS ON THE TEST?
i. Use the information that is given to you in each lecture:
Learning objectives- rephrase as questions
Reading assignments- Ask yourself How can they ask me
this on an exam?
Ask upper classmates
Q#1: WHAT DO I NEED TO STUDY?
WHAT IS ON THE TEST ?
ii. Focus on learning, and not in memorizing
Questions: recognition vs. application
Many questions in an exam are likely to use
or combine information in ways that you
have not seen before (Step 1 style)
Critical thinking: Are you able to take
partial information and figure out an answer
you consider to be a high probability
response?
The only way you can do this is by learning
and truly understanding the material, not by
memorizing it
Q#2: WHY IS MY SCORE IN THE TEST
NOT REFLECTING WHAT I KNOW OR
THE TIME I HAVE SPENT STUDYING?
i. Set a study plan
ii. Study each day
iii. Do not be passive
Get your questions answered
Practice with questions by explaining right vs. wrong answers
Focus on the stems, not the choices.
Treat each question as if it is a patient
Study partner: Quiz each other; explain concepts out loud
Tools: Concept maps, note cards, mnemonics, diagrams, illustrations,
song writing
Q#3: WHAT RESOURCES DO I NEED TO
USE TO STUDY?
Resources
1.Recommended by the professor/syllabus
2.Recommended by upper classmates
3.Review resources: Use with caution!!!
Pre-Test
BRS
First Aid
EVALUATION AND ASSESSMENT
Assessment
Midterm MCQ*
Points
25
Essay 1
Essay 1 Peer Grading
Essay 2
Essay 2 Peer Grading
Essay 3
10
Final (Cumulative) NBME**
50
Total
100
Online Quizzes
Pass/Fail
CBD
Pass/Fail
MULTIPLE CHOICE QUESTIONS
NBME
In house
Faculty select
questions from a
bank
Faculty write
questions
Limited
feedback
Feedback
(review, coaching
report)
No challenges
Challenge window
Mapped to Learning Objectives
Peer-reviewed
MULTIPLE CHOICE QUESTIONS
True/False type vs. One-best-answer type
a, b, c, d
Totally
wrong
Totally
correct
Least
correct
Most
correct
MULTIPLE CHOICE QUESTIONS
Recognition vs. application
POST EXAM EVALUATION
Exam administration
Exam challenges
Challenges
P-value
Disc index
Recognition
vs. application
CLO
Question review (5)
Preliminary grades
Course director review
Final Grade
Coaching reports
COACHING REPORT
WRITTEN EXAMS
Online module: Examinations
Three essays (4 possibilities)
2 peer feedback exercises
Same essay format always
Not memorization, but application of
concepts to clinical scenarios (CLO4,
5, 6 and 7)
FINAL TIPS
Make sure you give time yourself to
rest/relax and sleep
ESSAYS PROVIDE ME WITH THE OPPORTUNITY
TO FORMULATE ARGUMENTS SUPPORTED WITH
REASONING AND EVIDENCE.
A.
B.
C.
D.
E.
F.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Dont know
17%
17%
17%
17%
17%
17%
A.
B.
C.
D.
E.
F.
ANSWERING ESSAY QUESTIONS REQUIRES A
DEEPER UNDERSTANDING OF CONCEPTS, WHEN
COMPARED TO MULTIPLE CHOICE QUESTIONS
A.
B.
C.
D.
E.
F.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Dont know
17%
17%
17%
17%
17%
17%
A.
B.
C.
D.
E.
F.
STUDYING FOR ESSAYS REQUIRES ME TO
FOCUS ON UNDERSTANDING CONCEPTS AND
CRITICAL THINKING, RATHER THAN
MEMORIZATION.
A.
B.
C.
D.
E.
F.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Dont know
17%
17%
17%
17%
17%
17%
A.
B.
C.
D.
E.
F.
I CONSIDER ESSAYS TO BE A SUBJECTIVE
FORM OF EVALUATION
A.
B.
C.
D.
E.
F.
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Dont know
17%
17%
17%
17%
17%
17%
A.
B.
C.
D.
E.
F.
MY LEVEL OF CONFIDENCE WHEN
ANSWERING ESSAY QUESTIONS IS
A.
B.
C.
D.
E.
F.
Very High
High
Medium
Low
Very Low
Dont know
17%
17%
17%
17%
17%
17%
A.
B.
C.
D.
E.
F.
QUESTIONS?
