My students at level 4 have struggled with the format, writing style and depths of knowledge presented to them in scientific journal articles and have consequently not always engaged in the directed reading tasks required. This lack of participation in reading has stifled class discussion, inhibited deep learning and hindered their ability to gain high grades in their assignments. To alleviate this problem I decided it was essential to implement a supportive “Journal Club” which focused on educating the students on how to read and critique scientific literature and subsequently use it to support their work (McDonough, 2012).
Journal clubs expose students to the world of frontline research and can be an excellent platform from which students can gain experience with analysing, evaluating, dissecting and utilising scientific literature (Biswas, 2011). These Clubs have long been recognised as a means of keeping up to date with the literature; promoting evidence based practice, teaching critical appraisal skills and stimulating debate and improved understanding of topics (Kleinpell, 2002). I decided that these skills were inherently vital for improving our student’s scientific ability and progressing well in the module and future University endeavours. Effective science communication is one of the key skills undergraduates must achieve and is one of the threshold learning outcomes for Science (Colthorpe et al., 2014). The ability to communicate effectively is one of the key skills expected of science graduates and the use of Journal club to read and discuss literature enhanced this skill in the students.