The Effectiveness of Evidence-Based Teaching Practices in Biomedical Sciences on Students’ Learning Experience: A Systematic Literature Review

Tirtha Goradia; Susan  Blackley; Daniel C. Southam; Ricky R. Lareu

doi:10.30722/IJISME.31.01.005

Authors

Tirtha Goradia Biosciences Department, Endeavour College of Natural Health, Perth WA 6004, Australia
Susan Blackley School of Education, Curtin University, Perth WA 6102, Australia
Daniel C. Southam School of Molecular and Life Sciences, Curtin University, Perth WA 6102, Australia
Ricky R. Lareu Curtin Medical School and Curtin Health Innovation Research Institute, Curtin University, Perth WA 6102, Australia

DOI:

https://doi.org/10.30722/IJISME.31.01.005

Abstract

The traditional didactic approach to teaching in biomedical sciences falls short of providing students with the 21^st century competencies necessary to meet the socioeconomic demands placed upon them. Tertiary biomedical science educators have sought empirical evidence to identify the best practices to meet these demands, each of which have an element of actively involving students in their learning, as opposed to passive and didactic instructional approaches. This review synthesises the literature on evidence-based teaching practices (EBTPs) implemented in biomedical science disciplines and investigates the impact of EBTPs on students’ learning experiences through a systematic review. Seventy-eight studies were analysed, providing a comprehensive review of teaching practices that supported active learning in biomedical science disciplines. The findings revealed that EBTPs had significant impact on students’ academic performance and learning experiences to enhance higher-order thinking skills and self-directed learning, despite the variation in educational setting. A range of instructional strategies and technologies that supported active learning experiences were identified in this review, and the findings provide an evidence base to inform pedagogical decisions regarding the implementation of EBTPs and may serve as an impetus for instructors to implement active learning strategies based on this empirical evidence.

Author Biographies

Susan Blackley, School of Education, Curtin University, Perth WA 6102, Australia

A/Prof Susan Blackley is a research and teaching academic in the School of Education at Curtin University, with a strong record of collaborative educational research and is an Associate Investigator in the ARC Centre of Excellence for the Digital Child, and is co-lead of the Equity, Diversity, Justice and Inclusion Portfolio.
Daniel C. Southam, School of Molecular and Life Sciences, Curtin University, Perth WA 6102, Australia

Daniel Southam is Associate Professor in Chemistry at Curtin University, where he also has the roles of Director of Innovation and Technology in the Faculty of Science and Engineering and Deputy Chair of the Curtin Academy.
Ricky R. Lareu, Curtin Medical School and Curtin Health Innovation Research Institute, Curtin University, Perth WA 6102, Australia

Dr Ricky R Lareu is a research and teaching academic in the Curtin Medical School and Curtin Health Innovation Research Institute, at Curtin University. Dr Lareu has a track record in experimental biomedical research and is an experienced educator, involved in course and unit development and coordination.