Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature
ABSTRACT Introducing students to primary scientific literature is essential for establishing scientific literacy; however, students can feel overwhelmed by the amount of information within a research article. In our virology discussion courses, we address this issue by creating a student-centered an...
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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2024-12-01
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| Series: | Journal of Microbiology & Biology Education |
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| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.00184-24 |
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| author | Camilla E. Hippee Aloysius Klingelhutz Li Wu |
| author_facet | Camilla E. Hippee Aloysius Klingelhutz Li Wu |
| author_sort | Camilla E. Hippee |
| collection | DOAJ |
| description | ABSTRACT Introducing students to primary scientific literature is essential for establishing scientific literacy; however, students can feel overwhelmed by the amount of information within a research article. In our virology discussion courses, we address this issue by creating a student-centered and active learning environment. Students present and guide discussions on the rationales, background, methods, results, and conclusions from research literature in class. This approach has been applied in both undergraduate and graduate settings for students studying microbiology, with different expectations and criteria between the two groups. Student evaluations collected from three semesters were positive toward the teaching methods. Students praised the inclusion of “landmark discovery” articles, which examined paradigm-shifting concepts in virology. Undergraduates expressed their increased confidence in comprehending scientific literature and highlighted the impact of group work. In a critique of the course, students suggested more variety in the topics covered and inclusion of recent publications. Overall, our enhanced approach and methods improved student experiences with primary scientific literature and promoted student learning. |
| format | Article |
| id | doaj-art-57e5301060cc488cac3ccadc7f8fef60 |
| institution | OA Journals |
| issn | 1935-7877 1935-7885 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj-art-57e5301060cc488cac3ccadc7f8fef602025-08-20T01:58:45ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852024-12-0125310.1128/jmbe.00184-24Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literatureCamilla E. Hippee0Aloysius Klingelhutz1Li Wu2Department of Microbiology and Immunology, Carver College of Medicine, The University of Iowa, Iowa City, Iowa, USADepartment of Microbiology and Immunology, Carver College of Medicine, The University of Iowa, Iowa City, Iowa, USADepartment of Microbiology and Immunology, Carver College of Medicine, The University of Iowa, Iowa City, Iowa, USAABSTRACT Introducing students to primary scientific literature is essential for establishing scientific literacy; however, students can feel overwhelmed by the amount of information within a research article. In our virology discussion courses, we address this issue by creating a student-centered and active learning environment. Students present and guide discussions on the rationales, background, methods, results, and conclusions from research literature in class. This approach has been applied in both undergraduate and graduate settings for students studying microbiology, with different expectations and criteria between the two groups. Student evaluations collected from three semesters were positive toward the teaching methods. Students praised the inclusion of “landmark discovery” articles, which examined paradigm-shifting concepts in virology. Undergraduates expressed their increased confidence in comprehending scientific literature and highlighted the impact of group work. In a critique of the course, students suggested more variety in the topics covered and inclusion of recent publications. Overall, our enhanced approach and methods improved student experiences with primary scientific literature and promoted student learning.https://journals.asm.org/doi/10.1128/jmbe.00184-24primary science literaturevirologystudent presentationsundergraduate educationgraduate educationscience literacy |
| spellingShingle | Camilla E. Hippee Aloysius Klingelhutz Li Wu Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature Journal of Microbiology & Biology Education primary science literature virology student presentations undergraduate education graduate education science literacy |
| title | Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature |
| title_full | Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature |
| title_fullStr | Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature |
| title_full_unstemmed | Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature |
| title_short | Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature |
| title_sort | student led discussions of landmark discovery articles a foothold in teaching primary virology literature |
| topic | primary science literature virology student presentations undergraduate education graduate education science literacy |
| url | https://journals.asm.org/doi/10.1128/jmbe.00184-24 |
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