{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,20]],"date-time":"2026-02-20T05:56:33Z","timestamp":1771566993291,"version":"3.50.1"},"reference-count":63,"publisher":"American Society for Cell Biology (ASCB)","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LSE"],"published-print":{"date-parts":[[2013,9]]},"abstract":"<jats:p> We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p &lt; 0.001);. The higher-achieving students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. <\/jats:p>","DOI":"10.1187\/cbe.12-04-0050","type":"journal-article","created":{"date-parts":[[2013,9,5]],"date-time":"2013-09-05T01:58:21Z","timestamp":1378346301000},"page":"515-529","source":"Crossref","is-referenced-by-count":11,"title":["Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance"],"prefix":"10.1187","volume":"12","author":[{"given":"Douglas B.","family":"Luckie","sequence":"first","affiliation":[{"name":"*Department of Physiology, Michigan State University, East Lansing, MI 48825"},{"name":"STEM Learning Laboratory, Lyman Briggs College, Michigan State University, East Lansing, MI 48824-3320"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Aaron M.","family":"Rivkin","sequence":"additional","affiliation":[{"name":"*Department of Physiology, 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