Power of PCR pre‐labs and a co‐mentoring community group: Increasing impacts on skills and confidence

Science concept recall and engagement take place through individual pre‐lab preparation, in‐lab partnerships, hands‐on training, and social learning communities within the Social Ecological Model and Cognitive Theory frameworks. STEM majors are introduced to key concepts and skills at several stages in pre‐requisite courses required for later enrollment in our Biochemistry Laboratory course. Because this curriculum assumes high recall, we measured student understanding and recall in a series of pre‐skill tests at the lab course onset: Polymerase Chain Reaction (PCR) ability to create potential primers for a strand of DNA; math dilution skills and ability to calculate molarity for a buffer solution; and other concepts assumed to be easily recalled for application to lab course exercises. Per common practice, we employed pre‐lab exercises to help refresh students' memories and ensure lab preparation. A surprising gap in understanding of PCR was detected, so pre‐lab interventions were investigated along with near‐peer mentoring in a co‐mentoring community group to promote learning inclusion. Spanning iterative semesters (Fall 2016–Fall 2018) of an upper‐level Biochemistry lab course, we used pre‐post assessments of de‐identified student data per IRB (sample size n=56–90 per semester) to investigate 1) recall, 2) iterative versions of pre‐lab prompts for enhanced skill and confidence, and 3) different student outcomes per intervention. Skill assessments were qualitatively coded and hand‐scored for correctness, analyzed, and matched to paired pre‐post student self‐report in a 5‐point Likert scale of confidence in theory and confidence in skill: Doing PCR, Designing PCR Primers, Translation of DNA, Dilution Calculations, Molarity Calculations, etc. Student recall on the first lab day varied widely in pre‐assessments. Confidence in the theory and skill trended with higher incoming self‐reported confidence than actual ability to design a primer, and higher confidence with theory than with skill. Results varied among no pre‐lab, paper‐based, and online links with videos suggesting overall increased success in skill and confidence measured in post‐course assessments, yet post‐course student outcomes were still suboptimal. An additional post‐course intervention recruiting students for a co‐mentoring community model with a more course‐based undergraduate research (CUR) approach provided deeper learning out of class, social support, and additional outcomes. Use of pre‐labs was valuable to promote recall; however, pre‐lab effectiveness required deeper prompts. Simply reading and doing PCR in lab was not sufficient, nor was repeated lecture, discussion, or quizzing. The co‐mentoring community model extended the course learning to more applied learning and broader impacts building STEM learning and inclusion. Support or Funding Information University of Minnesota Grant‐in‐Aid This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .