Number
409
Name
Bridging Evidence and Expression: A Two-Semester Communication Framework for Biomedical Sciences Graduate Students
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Natarajan Ganesan, NYITCOM at Arkansas State University, Jonesboro, AR.
Rajendram Rajnarayanan, NYITCOM at Arkansas State University, Jonesboro, AR.
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Postbaccalaureate master’s programs help students strengthen scientific
reasoning and communication skills essential for success in medical school.
At NYIT College of Osteopathic Medicine, the Master’s in Biomedical Sciences
(BMS) program uses a two-semester Seminar sequence that blends traditional
seminars with flipped journal-club sessions to support this development.
OBJECTIVE
To examine how seminars in traditional and flipped journal club formats
contribute to student growth in evidence appraisal, scientific communication,
and presentation readiness.
METHODS
All students completed five traditional seminar sessions in the fall and
five flipped journal club sessions in the spring. Each student delivered both
a literature-based seminar (fall) and a work-in-progress research
presentation (spring). Students submitted written critiques for all ten seminar
sessions, completed peer reviews of classmates’ presentations, and
participated in group and class discussions. Presentations, critiques, and
peer-review quality were evaluated using standardized rubrics.
End-of-semester course evaluations were analyzed to capture student
perceptions and learning gains.
RESULTS
A majority of students (90%) rated the flipped journal club format more
favorably than the traditional seminar format. Most students (85%) reported
feeling better prepared after watching assigned videos and reading related
literature, arriving with discussion points ready for small-group analysis.
Students also noted that hearing diverse peer perspectives enhanced their understanding
of the same article (78%). The flipped format encouraged more extensive
reading: 56% of students reported reading beyond the assigned paper, which
carried over into improvements in written critiques, depth of in-class
discussion, and overall presentation performance. Instructors observed
measurable gains in clarity, analytical reasoning, and confidence across
student presentations.
CONCLUSION
A combined model of flipped journal clubs and traditional seminars offers
an effective, student-centered approach for strengthening evidence appraisal,
scientific communication, and readiness for medical school.
Postbaccalaureate master’s programs help students strengthen scientific
reasoning and communication skills essential for success in medical school.
At NYIT College of Osteopathic Medicine, the Master’s in Biomedical Sciences
(BMS) program uses a two-semester Seminar sequence that blends traditional
seminars with flipped journal-club sessions to support this development.
OBJECTIVE
To examine how seminars in traditional and flipped journal club formats
contribute to student growth in evidence appraisal, scientific communication,
and presentation readiness.
METHODS
All students completed five traditional seminar sessions in the fall and
five flipped journal club sessions in the spring. Each student delivered both
a literature-based seminar (fall) and a work-in-progress research
presentation (spring). Students submitted written critiques for all ten seminar
sessions, completed peer reviews of classmates’ presentations, and
participated in group and class discussions. Presentations, critiques, and
peer-review quality were evaluated using standardized rubrics.
End-of-semester course evaluations were analyzed to capture student
perceptions and learning gains.
RESULTS
A majority of students (90%) rated the flipped journal club format more
favorably than the traditional seminar format. Most students (85%) reported
feeling better prepared after watching assigned videos and reading related
literature, arriving with discussion points ready for small-group analysis.
Students also noted that hearing diverse peer perspectives enhanced their understanding
of the same article (78%). The flipped format encouraged more extensive
reading: 56% of students reported reading beyond the assigned paper, which
carried over into improvements in written critiques, depth of in-class
discussion, and overall presentation performance. Instructors observed
measurable gains in clarity, analytical reasoning, and confidence across
student presentations.
CONCLUSION
A combined model of flipped journal clubs and traditional seminars offers
an effective, student-centered approach for strengthening evidence appraisal,
scientific communication, and readiness for medical school.