Teaching graduate research skills in genomics via an integrated ‘flipped’ journal club program

Journal clubs are well regarded as a highly effective means of engaging graduate students with the contemporary research literature, where individual students prepare and deliver presentations on selected research articles to their peers, followed by a group discussion. Regular journal clubs have the advantage of enhancing student scientific reading, assessment and communication skills as well as developing a better understanding of the field. We developed a flipped journal club program as part of the one semester module ‘Genomics Research Methods’ with the goal of enhancing—and quantifying—individual student ability to engage with the genomics scientific literature. This involves all students and faculty reviewing a given manuscript, with the former submitting research relevant questions they would wish to ask the presenting student at the journal club, and the latter grading them. These questions are then ranked based on their median grade, and subsequently discussed in class. This cycle repeats weekly until all students have presented. Our analysis of question grade data over three consecutive years demonstrated clear improvements in student performance for all students between the start and end of the module. While no difference in performance was noted based on gender over the full semester, improvement in performance was significantly evident for the female cohort between the start and end of the module. Our results are consistent with module survey feedback of overall reported enhanced research self‐efficacy. This demonstrates that this flipped journal club implementation is a highly effective means of both assessing and improving individual student learning in genomics research ability. The involvement of the teaching faculty furthermore offers a means to foster a dynamic research community for all participants involved. This methodology is easily transferable to other bioscience graduate/undergraduate programs seeking to effectively teach essential research ability skills and enhance student self‐efficacy.