Curriculum embedded journal clubs as an effective pedagogical tool to enhance academic literacy in undergraduate bioscience students

Jones, Matthew; Morgan, Nicky

Abstract

Journal clubs are routinely used within academic research institutes and allied health professions to boost critical thinking, data analysis and disseminate knowledge of novel research concepts. These group-based discussions regarding scientific literature aim to develop knowledge, transferable skills and facilitate the sharing of expertise across disciplines. However, they are usually constrained to small defined student groups, with limited reported attempts to deliver journal clubs at scale within the undergraduate curriculum. This study aims to evaluate the efficacy of journal clubs as pedagogical tools and determine if they are translatable into undergraduate curricula.

Student feedback (n=52) was assessed by the completion of an anonymous survey upon completion of the curriculum-embedded journal club (n=147). Pre- and post-session surveys were provided to assess knowledge acquisition (n=130). All questions were scored using multi-point Likert scales.

Most students (78.8%) had a positive experience completing the curriculum-embedded journal club with 86.5% stating they learnt a lot from the session. The majority (78.8%) stated that they preferred this learning experience to typical didactic lectures. Students also stated that it enhanced their confidence (76.9%) and teamwork skills (78.8%), in addition to their understanding of academic writing (92.3%) and critical appraisal of research (84.6%). Further analysis revealed journal clubs have a significant impact on academic literacy knowledge acquisition (P<0.0001). No significant differences were observed when responses were stratified based on socioeconomic parameters.

These data show that journal clubs are a valuable tool for developing key academic competencies that are translatable into the undergraduate curricula of bioscience disciplines.

Citation

Jones, M., & Morgan, N. (2024, May). Curriculum embedded journal clubs as an effective pedagogical tool to enhance academic literacy in undergraduate bioscience students. Poster presented at Current Challenges, Innovative Practice and Student Experience in Physiology Education, University of Salford, UK

• Presentation Conference Type: Poster
• Conference Name: Current Challenges, Innovative Practice and Student Experience in Physiology Education
• Conference Location: University of Salford, UK
• Start Date: May 15, 2024
• End Date: May 16, 2024
• Deposit Date: Jun 12, 2024
• Publisher URL: https://www.physoc.org/events/current-challenges-innovative-practice-and-student-experience-in-physiology-education/