Empowering Lifelong Learners through Assessment- A Student-Centered Approach Applied to Practical Tools in Molecular Nutrition Research
Project introduction and background information
The MSc course Practical Tools in Molecular Nutrition Research is a compulsory component of the Molecular Nutrition and Toxicology specialization within the Nutrition and Health program. The course provides students from a nutrition background with hands-on training in essential molecular biology techniques, bridging the gap between theoretical knowledge and practical application at the cellular level.
While technical proficiency is vital, our primary educational challenge is teaching students how to learn laboratory techniques. Students must not only follow protocols but also understand the rationale, develop transferable skills, and apply these skills to new techniques in future research, thesis work, or professional settings.
This project builds on Montse's experience as a former MSc and PhD student in Molecular Nutrition at WUR and my involvement in coordinating this course. Observations and discussions with colleagues revealed three key challenges: 1) enabling knowledge transfer, 2) enhancing psychomotor skill development, and 3) fostering deep learning. Addressing these challenges aligns with Wageningen University & Research’s focus on student-centered education, formative assessment, and the integration of digital tools to support meaningful, self-directed learning.
Objective and expected outcomes
Objective
The primary objective of this educational innovation is to cultivate self-directed, independent learners in the MSc course Practical Tools in Molecular Nutrition Research. Specifically, the project aims to:
- Enable students to transfer knowledge of laboratory techniques to new and unfamiliar methods.
- Enhance psychomotor skill development through structured, evidence-based practice.
- Promote deep learning by integrating digital tools and scaffolding strategies that reinforce understanding of experimental rationale and the complete research cycle.
Expected Outcomes
- For Students: Improved ability to apply acquired knowledge to diverse laboratory scenarios, increased confidence, mastery of psychomotor skills, and enhanced self-evaluation and reflection, preparing them for thesis work, internships, and professional research.
- For Lecturers: Streamlined practical teaching, with students arriving better prepared, allowing more focus on critical analysis, experimental interpretation, and research problem-solving.
- For WUR and Stakeholders: Graduates who are self-reliant, adaptable, and capable of independent learning, demonstrating the university’s commitment to student-centered education and readiness for real-world research challenges.
Results and learnings
Although the current implementation involved a small number of students, it provided valuable insights into the feasibility and design of the educational innovation. Preliminary observations suggest that students benefit from structured formative assessments, guided practice, and digital tutorials, which appear to support skill development, deep learning, and knowledge transfer.
Key learnings include the importance of scaffolding learning experiences, providing timely feedback, and creating realistic, problem-based scenarios to foster independent, self-directed learning. The project highlighted the potential of combining psychomotor skill practice with digital tools to reduce cognitive overload and enhance comprehension.
To fully evaluate the effectiveness of this approach, the innovation will need to be applied to larger cohorts in future iterations. Scaling the project will allow systematic assessment of student outcomes, including skill mastery, confidence, and the ability to transfer knowledge to new laboratory techniques, as well as provide a robust basis for refining and disseminating the methodology more broadly.
Recommendations
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Practical outcomes
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