阅读,介绍,讨论同行评审的科学报告,案例研究,和评论对现代生物学教育至关重要。这些练习为学生未来专业活动的关键方面建模,并向学生介绍当前的科学概念和方法,数据分析,和介绍。与主要文献合作的一种常见形式是期刊俱乐部:在同龄人面前展示和讨论研究文献,它有许多优点。然而,在大型现代教室里,这种格式非常耗时和压力,特别是因为演讲不是一种普遍教授的技能。我们认为,由于历史上缺乏代表性或健康问题,当前的教育和专业范式对其构成挑战的学生群体被剥夺了关键的教育机会。为了解决这个问题,我们制定了一种称为同行评审演示交流(PRPE)的方法,专注于协作分析,介绍,并审查研究文献,包括(I)学生语音叙述的研究报告,(ii)由教师生成的检查表,以建立对提供信息的介绍或审查的期望,和(iii)陈述分配和同行评审过程。我们在3年的本科细胞生物学课程中测试了这种方法。评估前和评估后不仅展示了展示的学生,而且评审了展示的学生在自我效能感和知识方面都取得了显着进步;因此,同行评审的演讲是一种有效的学习工具。退出调查显示,大多数学生认为这种方法是有益的。我们的方法允许每个学生在低压力的创意环境中发言和提问。这是一个很好的可定制,可跟踪,和可扩展的低风险评估工具。
Reading, presenting, and discussing peer-reviewed scientific reports, case studies, and reviews are essential to modern biology education. These exercises model crucial aspects of students\' future professional activities and introduce the students to the current scientific concepts and methodology, data analysis, and presentation. A common format for working with primary literature is a journal club: presenting and discussing research literature in front of peers, which has many merits. However, in large modern classrooms, this format is very time-consuming and stressful, especially since presenting is not a commonly taught skill. We argue that student groups for whom the current educational and professional paradigms present a challenge due to a historical lack of representation or wellness issues are deprived of a key educational opportunity. To solve this problem, we formulated an approach called Peer-Reviewed Presentation Exchange (PRPE), which focuses on collaborative analysis, presentation, and review of research literature that includes (i) voice-narrated research presentations by students, (ii) checklists generated by the instructor to establish expectations for an informative presentation or review, and (iii) presentation assignment and peer review process. We tested this approach in an undergraduate cell biology class over 3 years. Pre- and post-assessments show significant gains in self-efficacy and knowledge not only by students who presented but also by the students who reviewed the presentations; therefore, peer-reviewed presentations are an effective tool for learning. Exit surveys show that the approach is seen as beneficial by most students. Our approach allows every student to speak and ask questions in a low-stress creative environment. It is an excellent customizable, trackable, and scalable low-stakes assessment tool.