Project-Based Learning versus Exams in Introductory Biostatistics
Replacing exams with project-based learning in biostatistics is learner-centered and promotes equity. This approach improves learning outcomes, critical thinking, and student engagement in data analysis.
Presented by:
Kevin Lutz, University of Texas Southwestern Medical Center
Sean Young, University of Texas Southwestern Medical Center
Abstract:
Learner-centered and equitable assessments in biostatistics with programming in R play a crucial role in assessing student understanding and application of statistical concepts. Replacing traditional exams with project-based learning (PBL) may improve learning outcomes. In Fall 2023, graduate-level public health students were assessed using exams, whereas in Fall 2024, student teams in the same course were assessed using PBL with holistic and analytic rubrics. Results indicate that student grades and course evaluations were significantly better overall for PBL, suggesting improved student learning and satisfaction. These findings highlight the benefits of PBL, emphasizing application, collaboration, and critical thinking.
Keywords:
Project-Based Learning, Student Assessment, Biostatistics Education
Learning Outcomes:
1. Assess the effectiveness of traditional exams versus project-based learning in evaluating student understanding in biostatistics.
2. Analyze the impact of learner-centered and equitable approaches on student engagement, performance, and satisfaction.
3. Adapt project-based learning to any academic course and create holistic and analytic rubrics for equitable assessment of student learning."
Project-Based Learning versus Exams in Introductory Biostatistics
Hear it from the author:
Transcript:
Hello, and thank you for visiting our poster. I'm excited to share our study from UT Southwestern comparing traditional exams with project-based learning, or PBL, in an introductory biostatistics course with programming in R.
In Fall 2023, 32 students were assessed with traditional midterm and final exams. In Fall 2024, 31 students were assessed using PBL in place of the midterm exam, while keeping the final exam.
The project included three key milestones: (1) forming groups and selecting a public health data set to analyze, (2) writing a 1-2 page research plan with descriptions of all variables and listing at least 5 research questions that students would like to answer from the data analysis, and (3) giving a 15-minute in-class presentation of their findings.
The results were clear: students in the project-based cohort had significantly higher and more consistent midterm grades, better final exam and overall course grades, and a 15% increase in course satisfaction.
Survey feedback from the Fall 2024 project also supported this shift. All students felt confident presenting, and nearly all found the experience educational, especially when using R. While some challenges remained—like time management and uneven effort of students within a small number of groups —most students preferred the project to a traditional exam.
Overall, PBL enhanced understanding and student engagement, promoted collaboration, and helped students build real-world data analysis skills. We believe this approach is a strong alternative to traditional assessments in biostatistics education.
Thank you!
References
Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.
Burgess, A. W., McGregor, D. M., & Mellis, C. M. (2014). Applying established guidelines to team-based learning programs in medical schools: a systematic review. Academic Medicine, 89(4), 678-688.
Stevens, D. D. (2023). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Routledge.
Suskie, L. (2018). Assessing student learning: A common sense guide. John Wiley & Sons.