Enhancing Scientific Communication Skills: A Real-World Simulation in a Tertiary-Level Life Science Class Using E-Learning Technology in Biomedical Literature Perception, Reflective Review Writing on a Clinical Issue, and Self and Peer Assessments

Autor/inn/en	Eppler, Elisabeth; Meyer, Jan; Serowy, Steffen; Link, Karl; Pauk, Barbara; Filgueira, Luis
Titel	Enhancing Scientific Communication Skills: A Real-World Simulation in a Tertiary-Level Life Science Class Using E-Learning Technology in Biomedical Literature Perception, Reflective Review Writing on a Clinical Issue, and Self and Peer Assessments
Quelle	In: Research in Science Education, 51 (2021) 2, S.277-299 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eppler, Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9795-7
Schlagwörter	Science Process Skills; Communication Skills; Cytology; Writing (Composition); Essays; Writing Evaluation; Peer Evaluation; Technical Writing; Electronic Learning; Feedback (Response); Undergraduate Students; Plagiarism; Self Evaluation (Individuals); Grades (Scholastic); Writing Skills; Educational Technology; Biomedicine + Suchen Sie Ihr Suchwort? Kommunikationsstil; Zytologie; Schreibübung; Essay; Aufsatzunterricht; Technical documentation; Technische Dokumentation; Plagiat; Notenspiegel; Writing skill; Schreibfertigkeit; Unterrichtsmedien; Biomedizin
Abstract	This educational study aimed to explore the feasibility and acceptance of a literacy exercise adopted from the real world of scientific publishing in a cell and tissue biology course. For that purpose, a tertiary-level multimodality science course, which integrated a blended learning faculty and student lectures, journal club, and wet laboratory sessions including a research project as well as examinations, was complemented by essay writing of a review and peer reviewing of five manuscripts. All tasks contributed to the final course mark. Special emphasis was laid on the usability of different E-Learning applications for scientific writing and teacher- and peer-assessment procedures. Further, potential influences of student characteristics on their peer- and self-assessments as well as their acceptance of the feedback from their peers were evaluated. Seventy-five undergraduate students from different Bachelor programs were included in the study. Plagiarism check and double-blind assessments of the essays were performed using "Turnitin.com." Students self-assessed their paper and received feedback from five peers and the teacher. Peer assessment was more severe than the teacher- or self-assessment, and the peer mark correlated best with the final course mark. Students with better marks assessed more generously, and there had moderate tendencies for influences of gender and background on peer feedback behavior. The students perceived the writing and assessment exercises, especially being peer-assessed, as demanding, but rewarding and a great learning experience. The additional tasks were feasible using E-Learning technology, which should foster future biomedical courses to train writing skills and the ability to cope with different roles in the scientific community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01