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Peer-reviewed presentation exchange in an undergraduate classroom
Kirill Kiselyov1, Christian D Schunn2
1Department of Biological Sciences, University of Pittsburgh, Pittsburgh, Pennsylvania, USA.
Journal of Microbiology & Biology Education
|April 25, 2024
Summary
The Peer-Reviewed Presentation Exchange (PRPE) enhances biology education by enabling collaborative analysis and presentation of scientific literature. This approach boosts student self-efficacy and knowledge, offering a scalable, low-stress learning tool.
Area of Science:
- Biology Education
- Scientific Communication
Background:
- Reading and discussing scientific literature is crucial for biology students' professional development.
- Traditional journal clubs are time-consuming and stressful in large classes, disadvantaging underrepresented groups.
Purpose of the Study:
- To introduce an innovative approach, Peer-Reviewed Presentation Exchange (PRPE), to facilitate collaborative learning with scientific literature.
- To address challenges in traditional journal clubs and ensure equitable educational opportunities.
Main Methods:
- Students create voice-narrated research presentations.
- Instructors provide checklists to define presentation and review expectations.
- A structured assignment and peer review process is implemented.
Main Results:
- Significant gains in self-efficacy and knowledge were observed in both presenters and reviewers.
- Student feedback indicated the approach was beneficial and created a low-stress environment.
- The PRPE model proved to be customizable, trackable, and scalable.
Conclusions:
- Peer-reviewed presentations are an effective tool for enhancing learning in undergraduate biology.
- PRPE offers a scalable, low-stakes assessment method that promotes inclusivity and skill development.
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