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?