A Student-Centered Seminar Course as a Complementary Approach to a Traditional Journal Club

Autor/inn/en	Rogers, Alexandra; Toledano, Michael; Hubbard, Elizabeth; Macchia, Desiree; Hui, May; Beier, Kevin T.
Titel	A Student-Centered Seminar Course as a Complementary Approach to a Traditional Journal Club
Quelle	In: Advances in Physiology Education, 46 (2022) 1, S.77-83 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beier, Kevin T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Student Centered Learning; Physiology; Biology; Physics; Science Instruction; Departments; Seminars; Course Descriptions; Graduate Students; Grants; Proposal Writing; Communication Skills; Educational Benefits; Employment Interviews; Education Work Relationship; California (Irvine) + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Physiologie; Biologie; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Department; Abteilung; Seminar; Kursstrukturplan; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Grant; Finanzielle Beihilfe; Antragstellung; Kommunikationsstil; Bildungsertrag; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch
Abstract	Sections PDF (924 KB) TOOLS SHARE Abstract Graduate physiology programs strive to provide students with in-depth expertise in a particular academic discipline, often facilitating this process in the form of a departmental seminar course. Within the Department of Physiology and Biophysics at the University of California Irvine (UCI), students are required to attend a seminar course, most often designed as a journal club, each quarter until they are ready to graduate. While this format may work well in departments where research topics are closely related, it has historically been less successful in UCI's Department of Physiology and Biophysics, where wide-ranging interests make for little overlap in foundational knowledge, limiting meaningful engagement with the material or with peers in the class. In this paper, we describe a complementary approach of developing a syllabus around student interests and covering topics that are critical for student success but often omitted from graduate curricula, such as interview skills, grant writing, and scientific communication. Results from our preclass survey motivated this approach to the class, and our retrospective survey demonstrated the substantial differences in student engagement, enthusiasm, and perceived benefits of this course relative to the journal club style course. We hope that the success of our course may serve as an exemplar for strategies to engage students more effectively and provide critical training in diverse skillsets that will help students after graduation. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01