After completing the lab, students were assigned a post-lab assignment consisting of multiple-choice and short-answer questions (see Additional file 1), which was graded by their TA.
The assignment consisted of two parts, a questionnaire (20 %) that was delivered through Google Forms and a written assignment (80%%) that consisted of several open-ended questions.
To assess how often students use common misconceptions and key concepts when writing about natural selection in their own words, we compared responses to graded post-lab assignment consisting of short answers prompts and multiple-choice questions.
The assignment consisted of four questions designed to gauge students' content knowledge in various aspects of caries immunology and caries vaccines.
This assignment consisted of a facilitated group component where students worked in groups of 4 6 to complete the AGREE evaluation for the assigned CPG.
The laboratory assignment consisted of two Excel files containing small, simulated microarray data sets as well as a set of instructions guiding the students through the computational and statistical analysis of the data.
The other module assignments consisted of self-tests (multiple choice questions and brief explanations) and selected questions from the textbook, for example, exercises on calculating confidence intervals.
Allocation to one of the six summary statistics was also block-randomised, using a looped sequence of 600 presentation assignments consisting of 100 blocks of six that was generated on http://www.randomization.com.
Both individual and group hypnotherapy patients are given homework assignments consisting of CD recorded hypnotherapeutic exercises.
Excerpts from reflective assignments consisted of responses to the assignment question; 'What could you have done differently'.
