Using primary-literature-based assessments to highlight connections between sub-topics in cell biology

Abstract

Equipping students with Cell Biology knowledge should extend beyond the mere dissemination of facts so as to reduce students’ learning by memorisation. Making use of innovative assessments to promote student thinking has been shown to be effective especially for large classes. In this exercise, I describe a method to encourage students to synthesise their own knowledge by requiring students to write an essay based on their reading of primary literature. More importantly, the material in the article bridges two sub-topics of Cell Biology that were taught in class. After going through the article, students had to answer questions related to both nuclear transport and cell cycle regulation. With questions that prompted students to consider different cellular processes taught in separate sections in class as functioning together in the context of the cell, it was hoped that students arrive at a piece of knowledge without having me explicitly state it for them. Moreover, as the essay is an “open-book” assessment, students did not need to memorise facts but rather spent time learning outside of the lectures. The suitable use of primary literature that showcases different cellular processes operating in combination could persuade students to learn with an integrated perspective of Cell Biology.