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Teaching resources. Using web-based discussion forums as a model of the peer-review process and a tool for assessment
Sherry L Jenkins1, Ravi Iyengar, Maria A Diverse-Pierluissi
1Department of Pharmacology and Systems Therapeutics, Mount Sinai School of Medicine, New York, NY 10029, USA. ravi.iyengar@mssm.edu
Science Signaling
|March 8, 2008
Summary
This teaching resource introduces an online discussion method to teach the peer-review process and assess student understanding in graduate courses. The approach was successfully applied to a signal transduction course, providing a practical framework for educators.
Area of Science:
- Biochemistry and Molecular Biology
- Educational Technology
Background:
- The peer-review process is fundamental to scientific advancement.
- Traditional peer-review training can be challenging to implement effectively in graduate education.
- Assessing student comprehension of complex scientific material requires innovative pedagogical approaches.
Purpose of the Study:
- To present a novel teaching resource for integrating online asynchronous discussions into graduate science education.
- To demonstrate how this method can effectively introduce students to the principles and practice of scientific peer review.
- To provide a framework for assessing student performance and understanding through a structured online discussion format.
Main Methods:
- Developed and implemented an online asynchronous discussion strategy within a graduate-level signal transduction course.
- Designed a comprehensive teaching resource including a syllabus, detailed implementation plan, and sample discussion materials.
- Incorporated faculty and student feedback loops for iterative refinement of the discussion process and student work.
Main Results:
- The online discussion successfully facilitated student engagement with the peer-review process.
- Student performance and understanding of signal transduction concepts were effectively assessed through the discussion forum.
- The resource provided practical examples of journal club questions, student contributions, faculty feedback, and revised work.
Conclusions:
- Online asynchronous discussions offer a viable and effective mechanism for teaching scientific peer review in graduate courses.
- This pedagogical approach enhances student learning and provides valuable insights into their understanding of complex scientific topics.
- The developed teaching resource serves as a practical guide for educators seeking to implement similar strategies in their own courses.
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