dc.check.date	2020-07-15
dc.check.info	Access to this article is restricted until 12 months after publication by request of the publisher.	en
dc.contributor.author	Drumm, Bernard T.
dc.contributor.author	Rae, Mark G.
dc.contributor.author	Ward, Sean M.
dc.contributor.funder	National Institute of Diabetes and Digestive and Kidney Diseases	en
dc.date.accessioned	2019-08-15T11:14:58Z
dc.date.available	2019-08-15T11:14:58Z
dc.date.issued	2019-07-15
dc.date.updated	2019-08-14T12:03:34Z
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.description.status	Peer reviewed	en
dc.description.version	Accepted Version	en
dc.format.mimetype	application/pdf	en
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.doi	10.1152/advan.00049.2019	en
dc.identifier.eissn	1522-1229
dc.identifier.endpage	364	en
dc.identifier.issn	1043-4046
dc.identifier.issued	3	en
dc.identifier.journaltitle	Advances in Physiology Education	en
dc.identifier.startpage	359	en
dc.identifier.uri	https://hdl.handle.net/10468/8324
dc.identifier.volume	43	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

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

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