Active peer-mentored learning can improve student understanding of physiological concepts in an undergraduate journal club

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dc.contributor.author Drumm, Bernard T.
dc.contributor.author Rae, Mark G.
dc.contributor.author Ward, Sean M.
dc.date.accessioned 2019-08-15T11:14:58Z
dc.date.available 2019-08-15T11:14:58Z
dc.date.issued 2019-07-15
dc.identifier.citation Drumm, B. T., Rae, M. G. and Ward, S. M. (2019) 'Active peer-mentored learning can improve student understanding of physiological concepts in an undergraduate journal club', Advances in Physiology Education, 43(3), pp. 359-364. doi: 10.1152/advan.00049.2019 en
dc.identifier.volume 43 en
dc.identifier.issued 3 en
dc.identifier.startpage 359 en
dc.identifier.endpage 364 en
dc.identifier.issn 1043-4046
dc.identifier.uri http://hdl.handle.net/10468/8324
dc.identifier.doi 10.1152/advan.00049.2019 en
dc.description.abstract One of the most ubiquitous active learning modalities in the biological sciences at third level is the journal club. Journal club can promote several beneficial learning outcomes for students such as gaining critical reading skills to evaluate the scientific literature, improving scientific literacy, serving as an introduction to new concepts and techniques and improving communication skills. However, it can be difficult for instructors who facilitate journal club to gauge student audiences' understanding of topics being related by presenters. At the University of Nevada, Reno School of Medicine, international life sciences undergraduate students enrolled in our research program undergo a 12-month placement in selected research laboratories within the medical school in order to develop an understanding of basic medical scientific research and physiological concepts. As such, an integral component of this program is participation in regular journal club sessions which we had assumed helped students to develop such an understanding. However as we had never empirically assessed if this was the case or not, the aim of the current study was to determine if student understanding could be improved by complementing the standard journal club with peer-mentored workshop presentations. Data from this case study suggest that by allowing students to undergo peer-mentored learning in conjunction with journal club, student understanding of physiological concepts, as well as student confidence in presenting and communication, increases. en
dc.description.sponsorship National Institute of Diabetes and Digestive and Kidney Diseases (Grants DK-57236 and DK-41315) en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher American Physiological Society en
dc.relation.uri https://www.physiology.org/doi/abs/10.1152/advan.00049.2019
dc.rights © 2019, The American Physiological Society. All rights reserved. en
dc.subject Peer mentoring en
dc.subject Peer assisted learning en
dc.subject Active learning en
dc.subject Journal club en
dc.subject Teaching for understanding en
dc.title Active peer-mentored learning can improve student understanding of physiological concepts in an undergraduate journal club en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Mark Rae, Physiology, University College Cork, Cork, Ireland. +353-21-490-3000 Email: m.rae@ucc.ie en
dc.internal.availability Full text available en
dc.check.info Access to this article is restricted until 12 months after publication by request of the publisher. en
dc.check.date 2020-07-15
dc.date.updated 2019-08-14T12:03:34Z
dc.description.version Accepted Version en
dc.internal.rssid 496591732
dc.contributor.funder National Institute of Diabetes and Digestive and Kidney Diseases en
dc.description.status Peer reviewed en
dc.identifier.journaltitle Advances in Physiology Education en
dc.internal.copyrightchecked Yes
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress m.rae@ucc.ie en
dc.identifier.eissn 1522-1229


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