Reading research literature is a necessary skill that medical students need master as soon as possible and it is also an important way to cultivate their scientific literacy and building of innovation capacity. Guiding junior undergraduates to read research literature in a form of course may help students to master systematic and scientific literature reading methods and lay a solid foundation for their future development. Taking the example of literature reading and academic communication,a college level general education elective course has been offered by the biochemistry teaching team from Peking University School of Basic Medical Sciences. The course is developed for the sophomores and juniors of Peking University Health Science Center and this article described course design, implementation and evaluation which were carried out by final examination and questionnaire survey. The results show that among 137 students who have taken this course, 99.3% (136/137) of the students successfully completed the course and passed the examination. The questionnaire survey of 72 students taking this course during 2020 and 2021 shows that guiding junior undergraduates to read scientific research literature in a form of selective courses significantly improved students' literature reading ability [88.9%(64/72)] and their skill in presentation [66.7%(48/72)], stimulated students' interest in scientific research [51.4%(37/72)], and enabled students to benefit from peer learning [63.9%(46/72)]. This course has initially established a set of early-phase training of research capacity in a form of single course. The learning is guided by teachers and follows the students-centered principle, which is conducive to cultivating students' essential capacity of literature reading and to stimulating their interest in scientific research.
Ma Liwei
,
Zhang Weifang
,
Wang Jiyin
,
Qiu Guannan
,
Ni Juhua
. Exploration and practice of guiding junior undergraduates to read scientific research literature in the form of course[J]. Chinese Journal of Medical Education, 2022
, 42(10)
: 883
-887
.
DOI: 10.3760/cma.j.cn115259-20220325-00383
[1] 杨艺,隋建峰,姚娟,等. 以文献阅读引领的医学本科生科研能力培训体系[J]. 中华医学教育探索杂志,2020,19(8):922-925. DOI:10.3760/cma.j.cn116021-20190828-00210.
[2] Shelby SJ. A course-based undergraduate research experience in biochemistry that is suitable for students with various levels of preparedness[J]. Biochem Mol Biol Educ, 2019, 47(3): 220-227. DOI: 10.1002/bmb.21227.
[3] Friesth M, Dzara K. An educational evaluation of a journal club approach to teaching undergraduate health care research[J]. J Med Educ Curric Dev, 2020, 7: 2382120520940662. DOI: 10.1177/2382120520940662.
[4] Carter DE, Thompson RC. Learning experimental design through targeted student-centric journal club with screencasting [J]. J Undergrad Neurosci Educ. 2017, 16(1): A83-A88.
[5] Sandefur CI, Gordy C. Undergraduate journal club as an intervention to improve student development in applying the scientific process[J]. J Coll Sci Teach, 2016,45(4):52-58.
[6] Goodman BE, Barker MK, Cooke JE. Best practices in active and student-centered learning in physiology classes [J]. Adv Physiol Educ. 2018, 42(3):417-423. DOI: 10.1152/advan.00064.2018.
[7] Gottesman AJ, Hoskins SG. CREATE cornerstone: introduction to scientific thinking, a new course for STEM-interested freshmen, demystifies scientific thinking through analysis of scientific literature[J]. CBE Life Sci Educ, 2013, 12(1): 59-72. DOI: 10.1187/cbe.12-11-0201.
[8] Yang X, Zhou X, Yi X, et al. Incorporation of classical scientific research stories into traditional lecture classes to promote the active learning of students[J]. Biochem Mol Biol Educ, 2021,49(3):422-426. DOI: 10.1002/bmb.21495.
[9] Watling CJ, Ginsburg S. Assessment, feedback and the alchemy of learning[J]. Med Educ, 2019, 53(1): 76-85. DOI: 10.1111/medu.13645.
[10] Zhao X, Zhang J. The analysis of integration of ideological political education with innovation entrepreneurship education for college students[J]. Front Psychol. 2021, 12:610409. DOI: 10.3389/fpsyg.2021.610409.
[11] Bowyer ER, Shaw SC. Informal near-peer teaching in medical education: A scoping review[J]. Educ Health (Abingdon). 2021, 34(1):29-33. DOI: 10.4103/efh.EfH_20_18.
[12] 温华, 马婧, 朱亚鑫, 等. 同伴互助学习在医学教育中的应用[J].中华医学教育杂志, 2018,38(2): 232-236. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.015
[13] Wyer PC. Evidence-based medicine and problem based learning a critical re-evaluation[J]. Adv Health Sci Educ Theory Pract, 2019, 24(5): 865-878. DOI: 10.1007/s10459-019-09921-5.
[14] 马利伟,易霞,张巍方,等. 在生物化学教学中贯彻“以学生为中心”的教学理念[J]. 生命的化学,2021,41(7):1351-1356. DOI:10.13488/j.smhx.20210481.
