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A Poster-Session Review to Reinforce Course Concepts and Improve Scientific Communication Skills

    Author: Julie Dangremond Stanton1
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    Affiliations: 1: School of Molecular Biosciences, College of Veterinary Medicine, Washington State University, Pullman, WA 99164-7520
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 06 May 2013
    • Supplemental materials available at http://jmbe.asm.org
    • Corresponding author. Mailing address: 239 Biotechnology/ Life Sciences Building, Washington State University, Pullman, Washington 99164-7520. Phone: 509-335-7719. Fax: 509-335-9688. E-mail: juliestanton@vetmed.wsu.edu.
    • ©2013 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. May 2013 vol. 14 no. 1 116-117. doi:10.1128/jmbe.v14i1.519
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    Abstract:

    A poster-session review is a novel learning activity designed to help students master material, monitor understanding, and practice communicating scientific information. For this strategy, each student is asked to become an expert on a randomly assigned topic from the semester. They create small posters summarizing the most important concepts from their topic and predict likely exam questions from this material. During lecture or lab, students present their work in a poster session and spend time viewing other students’ work. Prior to a comprehensive final exam, undergraduate genetics students participated in a poster-session review and were surveyed about the perceived benefits. They self-reported that the activity helped them understand a genetics topic, prepare for the final exam, and improve their scientific communication skills. A poster-session review can be incorporated into any undergraduate biology course to help achieve these goals.

References & Citations

1. Sisak M 1997 Poster sessions as a learning technique J Chem Educ 74 1065 10.1021/ed074p1065.2 http://dx.doi.org/10.1021/ed074p1065.2
2. Tribe L, Cooper EL 2008 Independent research projects in general chemistry classes as an introduction to peer-reviewed literature J Coll Sci Teach 37 38 42
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/content/journal/jmbe/10.1128/jmbe.v14i1.519
2013-05-06
2017-06-22

Abstract:

A poster-session review is a novel learning activity designed to help students master material, monitor understanding, and practice communicating scientific information. For this strategy, each student is asked to become an expert on a randomly assigned topic from the semester. They create small posters summarizing the most important concepts from their topic and predict likely exam questions from this material. During lecture or lab, students present their work in a poster session and spend time viewing other students’ work. Prior to a comprehensive final exam, undergraduate genetics students participated in a poster-session review and were surveyed about the perceived benefits. They self-reported that the activity helped them understand a genetics topic, prepare for the final exam, and improve their scientific communication skills. A poster-session review can be incorporated into any undergraduate biology course to help achieve these goals.

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Figures

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FIGURE 1

Student-reported increase in understanding of poster topics. Students were asked to rate the extent to which they agreed with the statement “I remember and understand this topic” with regard to their randomly assigned poster topic (n = 110). The shift in responses following the poster-session review is significant as determined by Fisher’s exact test ( < 10).

Source: J. Microbiol. Biol. Educ. May 2013 vol. 14 no. 1 116-117. doi:10.1128/jmbe.v14i1.519
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Image of FIGURE 2

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FIGURE 2

Student-reported benefits of participating in the poster-session review. Students rated the degree to which they agreed with the statements: “This assignment will help me do better on the final exam” and “This assignment helped improve my scientific communication skills,” using a Likert scale (where 5 = Strongly Agree). The means of 110 responses are shown, with error bars representing the standard deviation.

Source: J. Microbiol. Biol. Educ. May 2013 vol. 14 no. 1 116-117. doi:10.1128/jmbe.v14i1.519
Download as Powerpoint

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