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Creation of a graduate oral/written communication skills course
1Mylan School of Pharmacy, Duquesne University, USA.
Objective:
To convert a traditional graduate seminar course into a class that emphasizes written as well as oral communication skills.
Design:
Graduate pharmacology/toxicology students presented formal and informal seminars on their research progress and on recent peer-reviewed literature from the field. Students in the audience wrote critiques of the research project or article, as well as of the presentations themselves.
Assessment:
Students were evaluated based on oral presentations, class participation, and a scientific writing component. All faculty members provided constructive written comments and a grade. The course master provided the presenter with a formal written review and returned a "red pen" revision of each student critique.
Conclusion:
This novel seminar/writing course introduces intensive focus on writing skills, which are especially essential today given the large number of graduate students for whom English is not a first language.
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