A speaking-intensive model for case studies in undergraduate immunology

Abstract

Abstract Effective communication is consistently identified as a key attribute of successful graduates seeking employment or additional training. While most undergraduate programs place a focus on written communication, many interactions students have leading up to and during these new experiences require dialogue with peers, overseers, or the public. To prepare students for those interactions we use a group-presentation model in which students are responsible for three 50-minute presentations in their undergraduate immunology course. Student-led class sessions present challenges – real-time assessment, reliance on students to accurately and thoroughly convey information, and class engagement throughout the presentation. We use case studies as the basis for each presentation, with a set structure that requires presenters to address background, clinical details, scientific literature, and case-specific questions. Basic information is given to non-presenters and presenters receive additional information allowing for a preparatory meeting. Using a hybrid model for discussions, non-presenters can attempt to “solve” the case and ask questions before the class meets. In addition to the in-class assessment, students are graded on their preparation for the preparatory meeting and reflect on each other’s performance. Students were sampled at the beginning and end of the course using the CURE assessment (5 point scale), and reported a 0.74 point increase in critical thinking skills and a 0.44 point increase in speaking skills, as compared to a 0.09 point increase in other academic skills. We will share instructor, teaching assistant, and student perspectives.