Producing scientific posters,using online scientific resources,improves applied scientific skills in undergraduates

ABSTRACT

To succeed, undergraduate science students need to both acquire knowledge, and learn to apply it effectively. Here a novel 1^st year undergraduate module (incorporating blended learning, applied bioinformatic skills and scientific posters) is described and its effectiveness evaluated (quantitatively and qualitatively). The aims were to engage students and teach applied skills through a process-oriented guided-inquiry learning (POGIL) based project, utilising common online tools. Given a nucleotide entry and utilising the National Centre for Biotechnology Information (NCBI) platform students had to identify a specific human syndrome. Students then retrieved and summarised key scientific data, presenting it as a scientific poster. The module effectiveness was demonstrated by the students ability to acquire knowledge (content) and apply it (process), by finding and extracting data from online databases. Assessment included evaluation of the students ability to analyse, visualise and explain acquired data as a scientific poster. Module evaluation used qualitative students surveys and quantitative assessment (pre- and post- module, multiple-choice quiz, assessing content or process specific knowledge). The module led to a significant increase in students applied, process specific, knowledge and enhanced their learning experience. This module demonstrates a successful method for incorporating applied learning into an undergraduate module, developing multiple applied professional skills.     

Combating scientific misconduct

The pressures of an increasingly competitive research environment can lead to scientific misconduct. Journals, academic institutions and individual scientists should commit to promoting best practice in research and education in research ethics.     

Toward better scientific presentation

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