Current engineering pedagogy primarily focuses on developing technical proficiency and problem solving skills; the peer-review process for sharing new research results is often overlooked. The use of a collaborative classroom journal club can engage students with the excitement of scientific discovery and the process of dissemination of research results, which are also important lifelong learning skills. In this work, a classroom journal club was implemented and a survey of student perceptions spanning three student cohorts was collected. In this collaborative learning activity, students regularly chose and discussed a recent biomechanics journal article, and were assessed based on specific, individual preparation tasks. Most student-chosen journal articles were relevant to topics discussed in the regular class lecture. Surveys assessed student perceptions of the activity. The survey responses show that, across all cohorts, students both enjoyed the classroom journal club and recognized it as an important learning experience. Many reported discussing their journal articles with others outside of the classroom, indicating good engagement. The results demonstrate that student engagement with primary literature can foster both technical knowledge and lifelong learning skills.
Classroom Journal Club: Collaborative Study of Contemporary Primary Literature in the Biomechanics Classroom
Manuscript received October 29, 2015; final manuscript received February 1, 2016; published online June 7, 2016. Assoc. Editor: Kristen Billiar.
- Views Icon Views
- Share Icon Share
- Cite Icon Cite
- Search Site
Kuxhaus, L., and Corbiere, N. C. (June 7, 2016). "Classroom Journal Club: Collaborative Study of Contemporary Primary Literature in the Biomechanics Classroom." ASME. J Biomech Eng. July 2016; 138(7): 070801. https://doi.org/10.1115/1.4032802
Download citation file:
- Ris (Zotero)
- Reference Manager