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Conference Paper: Developing scientific writing and integrating feedback for undergraduate biomedical students through mimicking the professional journal article review process
Title | Developing scientific writing and integrating feedback for undergraduate biomedical students through mimicking the professional journal article review process |
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Authors | |
Keywords | Biology Biochemistry |
Issue Date | 2015 |
Publisher | Wiley-Blackwell Publishing Ltd.. The Journal's web site is located at http://www.febsjournal.org/ |
Citation | The 40th Federation of European Biochemical Societies Congress (FEBS 2015), Berlin, Germany, 4-9 July 2015. In FEBS Journal, 2015, v. 282 suppl. S1, p. 355, abstract no. P38-007 How to Cite? |
Abstract | It is critical for students to develop clear, logical and persuasive writing skills during their time as undergraduates. However, it is often the case that biomedical sciences students have little opportunity to develop their writing skills and receive feedback prior to their final year research project theses. To address this need, here we present our development of a semester-long group writing project which mimicked the professional journal article writing, submission and review process as the major continuous assessment project within a semester-long penultimate year proteomics course. In groups of three, students select a topic of interest then write a review using typical review journal guidelines. The teacher acts as editor then student peers act as blind reviewers of peer submissions. The students then revise manuscript according to editor and reviewer feedback for final submission and assessment. Thereby, the project incorporates group work, interaction with research literature, peer and teacher feedback together with formative and summative assessment. Furthermore, students gain a clear understanding of the scientific authoring and publishing process. A trial run of this assessment was run in early 2015 at the University of Hong Kong. Student comments are assessed quantitatively and qualitatively to measure the effectiveness of this approach to improve student writing. |
Description | Congress Theme: The Biochemical Basis of Life Poster Sessions: P38-007 This free journal suppl. entitled: Special Issue: 40th FEBS Congress, The Biochemical Basis of Life, Berlin, Germany, July 4-9, 2015 |
Persistent Identifier | http://hdl.handle.net/10722/216628 |
ISSN | 2023 Impact Factor: 5.5 2023 SCImago Journal Rankings: 2.003 |
DC Field | Value | Language |
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dc.contributor.author | Tanner, JA | - |
dc.date.accessioned | 2015-09-18T05:33:56Z | - |
dc.date.available | 2015-09-18T05:33:56Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | The 40th Federation of European Biochemical Societies Congress (FEBS 2015), Berlin, Germany, 4-9 July 2015. In FEBS Journal, 2015, v. 282 suppl. S1, p. 355, abstract no. P38-007 | - |
dc.identifier.issn | 1742-464X | - |
dc.identifier.uri | http://hdl.handle.net/10722/216628 | - |
dc.description | Congress Theme: The Biochemical Basis of Life | - |
dc.description | Poster Sessions: P38-007 | - |
dc.description | This free journal suppl. entitled: Special Issue: 40th FEBS Congress, The Biochemical Basis of Life, Berlin, Germany, July 4-9, 2015 | - |
dc.description.abstract | It is critical for students to develop clear, logical and persuasive writing skills during their time as undergraduates. However, it is often the case that biomedical sciences students have little opportunity to develop their writing skills and receive feedback prior to their final year research project theses. To address this need, here we present our development of a semester-long group writing project which mimicked the professional journal article writing, submission and review process as the major continuous assessment project within a semester-long penultimate year proteomics course. In groups of three, students select a topic of interest then write a review using typical review journal guidelines. The teacher acts as editor then student peers act as blind reviewers of peer submissions. The students then revise manuscript according to editor and reviewer feedback for final submission and assessment. Thereby, the project incorporates group work, interaction with research literature, peer and teacher feedback together with formative and summative assessment. Furthermore, students gain a clear understanding of the scientific authoring and publishing process. A trial run of this assessment was run in early 2015 at the University of Hong Kong. Student comments are assessed quantitatively and qualitatively to measure the effectiveness of this approach to improve student writing. | - |
dc.language | eng | - |
dc.publisher | Wiley-Blackwell Publishing Ltd.. The Journal's web site is located at http://www.febsjournal.org/ | - |
dc.relation.ispartof | The FEBS Journal | - |
dc.subject | Biology | - |
dc.subject | Biochemistry | - |
dc.title | Developing scientific writing and integrating feedback for undergraduate biomedical students through mimicking the professional journal article review process | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Tanner, JA: jatanner@hkucc.hku.hk | - |
dc.identifier.authority | Tanner, JA=rp00495 | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.hkuros | 253082 | - |
dc.identifier.volume | 282 | - |
dc.identifier.issue | suppl. S1 | - |
dc.identifier.spage | 355, abstract no. P38-007 | - |
dc.identifier.epage | 355, abstract no. P38-007 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 1742-464X | - |