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

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dc.check.date2020-07-15
dc.check.infoAccess to this article is restricted until 12 months after publication by request of the publisher.en
dc.contributor.authorDrumm, Bernard T.
dc.contributor.authorRae, Mark G.
dc.contributor.authorWard, Sean M.
dc.contributor.funderNational Institute of Diabetes and Digestive and Kidney Diseasesen
dc.date.accessioned2019-08-15T11:14:58Z
dc.date.available2019-08-15T11:14:58Z
dc.date.issued2019-07-15
dc.date.updated2019-08-14T12:03:34Z
dc.description.abstractOne 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.sponsorshipNational Institute of Diabetes and Digestive and Kidney Diseases (Grants DK-57236 and DK-41315)en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationDrumm, 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.00049.2019en
dc.identifier.doi10.1152/advan.00049.2019en
dc.identifier.eissn1522-1229
dc.identifier.endpage364en
dc.identifier.issn1043-4046
dc.identifier.issued3en
dc.identifier.journaltitleAdvances in Physiology Educationen
dc.identifier.startpage359en
dc.identifier.urihttps://hdl.handle.net/10468/8324
dc.identifier.volume43en
dc.language.isoenen
dc.publisherAmerican Physiological Societyen
dc.relation.urihttps://www.physiology.org/doi/abs/10.1152/advan.00049.2019
dc.rights© 2019, The American Physiological Society. All rights reserved.en
dc.subjectPeer mentoringen
dc.subjectPeer assisted learningen
dc.subjectActive learningen
dc.subjectJournal cluben
dc.subjectTeaching for understandingen
dc.titleActive peer-mentored learning can improve student understanding of physiological concepts in an undergraduate journal cluben
dc.typeArticle (peer-reviewed)en
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