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The Design And Impact of a New Biomedical Seminar Deconstruction Course on Undergraduate Learning‐A Pilot Study

We designed and piloted a research seminar deconstruction course to expose second year undergraduate students to high impact research, bridge the gap in their understanding of the scientific process and provide the opportunity to formulate their own research proposals. Deconstruction sessions included small and large discussion groups using flipped model of classroom teaching facilitated by problem sets with strong emphasis on web‐based resource library developed specifically for each seminar. Students were assessed based on written mini‐journals, seminar summaries, problem sets, and the oral presentation of their research proposal. Didactic sessions on guidelines for scientific presentation and writing research proposal were built‐in the course. Semi‐structured interviews and pre and post course surveys administered to ten students registered in the inaugural course show key learning gains in written and oral presentation of scientific material, interpretation of scientific results, understanding of the scientific process, confidence in developing realistic scientific research questions. The key challenges reported by students included coping with the high workload and planning their research proposal. The majority of the students reported learning skills that were transferable to other classes highlighting time management and critical thinking skills which they felt would enable them succeed in upper level research streams; some even described it as their favorite course.