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Conference Paper: Developing scientific writing and integrating feedback for undergraduate biomedical students through mimicking the professional journal article review process

TitleDeveloping scientific writing and integrating feedback for undergraduate biomedical students through mimicking the professional journal article review process
Authors
KeywordsBiology
Biochemistry
Issue Date2015
PublisherWiley-Blackwell Publishing Ltd.. The Journal's web site is located at http://www.febsjournal.org/
Citation
The 40th FEBS Congress 2015, Berlin, Germany, 4-9 July 2015. In FEBS Journal, 2015, v. 282 suppl. S1, p. 355, abstract no. P38-007 How to Cite?
AbstractIt 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.
DescriptionCongress 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 Identifierhttp://hdl.handle.net/10722/216628
ISSN
2015 Impact Factor: 4.237
2015 SCImago Journal Rankings: 2.141

 

DC FieldValueLanguage
dc.contributor.authorTanner, JA-
dc.date.accessioned2015-09-18T05:33:56Z-
dc.date.available2015-09-18T05:33:56Z-
dc.date.issued2015-
dc.identifier.citationThe 40th FEBS Congress 2015, Berlin, Germany, 4-9 July 2015. In FEBS Journal, 2015, v. 282 suppl. S1, p. 355, abstract no. P38-007-
dc.identifier.issn1742-464X-
dc.identifier.urihttp://hdl.handle.net/10722/216628-
dc.descriptionCongress Theme: The Biochemical Basis of Life-
dc.descriptionPoster Sessions: P38-007-
dc.descriptionThis free journal suppl. entitled: Special Issue: 40th FEBS Congress, The Biochemical Basis of Life, Berlin, Germany, July 4-9, 2015-
dc.description.abstractIt 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.languageeng-
dc.publisherWiley-Blackwell Publishing Ltd.. The Journal's web site is located at http://www.febsjournal.org/-
dc.relation.ispartofThe FEBS Journal-
dc.rightsPreprint This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article]. Authors are not required to remove preprints posted prior to acceptance of the submitted version. Postprint This is the accepted version of the following article: [full citation], which has been published in final form at [Link to final article].-
dc.subjectBiology-
dc.subjectBiochemistry-
dc.titleDeveloping scientific writing and integrating feedback for undergraduate biomedical students through mimicking the professional journal article review process-
dc.typeConference_Paper-
dc.identifier.emailTanner, JA: jatanner@hkucc.hku.hk-
dc.identifier.authorityTanner, JA=rp00495-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros253082-
dc.identifier.volume282-
dc.identifier.issuesuppl. S1-
dc.identifier.spage355, abstract no. P38-007-
dc.identifier.epage355, abstract no. P38-007-
dc.publisher.placeUnited Kingdom-

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