In a study published in 2009 in the Journal of Biochemistry and Molecular Biology Education by Addison et. al., student response devices (clickers) were used in an introductory biochemistry course to deliver in-class subject matter questions to which students responded anonymously. The results of the student answers were then shown to the class and feedback was given. The investigators of this study used the clickers approximately 4 to 5 times per 50 minute class period. The results indicated that, while there were no significant differences in mean scores between sections of the class using clickers and sections of the class not using clickers, the number of students in the highest performance category (91-100%) increased significantly when the clickers were used when compared to sections of the class that did not use clickers. We would like expand upon this prior research by investigating whether weekly recall quizzes, given in class with clickers, or proctored for off campus students, combined with feedback improves learning and retention in a graduate-level biochemistry course.