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Students worked in instructor-assigned groups to research a human pathogen and its associated disease, then delivered oral presentations and written posters or pamphlets. The project emphasized critical assessment of scientific and medical sources, development of collaboration and “class expert” content mastery. Peer evaluation and post-project surveys supported findings that most students increased content knowledge and scientific communication confidence.","Group Projects as a Method of Promoting Student Scientific Communication and Collaboration in a Public Health Microbiology  \nCourse  \nKristen L. W. Walton, Jason C. Baker  \nDepartment of Biology, Missouri Western State University, 4525 Downs Drive, St. Joseph, MO 64507  \n[Email: walton@missouriwestern.edu](Email: walton@missouriwestern.edu)  \nAbstract: Communication of scientific and medical information and collaborative work are important skills for students pursuing careers in health professions and other biomedical sciences. In addition, group work and active learning can increase student engagement and analytical skills. Students in our public health microbiology class were required to work in instructor-assigned groups to research a human pathogen and associated disease, and to create a presentation appropriate for their classmates. Objectives ofthe project included building students’ abilities to research and critically assess relevant scientific and medical information, increasing their scientific communication skills, and improving group collaboration skills. Another goal was for students to be the class“expert” on their chosen pathogen. Group projects were presented orally to the class, and in written formats as either posters or pamphlets. A peer evaluation was utilized to allow students the opportunity to evaluate their group’s effectiveness. Students were surveyed after the projects for self-evaluation of content knowledge and confidence in scientific communication and research skills. Many students expressed enthusiasm for the project, and 96% and 65% of students reported increases in content knowledge and communication skills, respectively. We conclude that group projects are an effective means of delivering content while increasing students’ confidence in science communication skills.  \nKeywords: group work, microbiology, science communication  \nIntroduction  \nUndergraduate students majoring in fields within the allied health professions need to gain appropriate content knowledge in areas of biology including microbiology. In our curriculum, prenursing students and majors in other allied health programs typically take a one-semester course in medical and public health microbiology. This course focuses on basic microbiology with an emphasis on human pathogens and infectious disease, including both lecture and laboratory components. Although increasing students’ content knowledge and exposure to laboratory methods in microbiology are certainly primary goals of our course, the development of other skills is also important for students planning careersin nursing and other allied health fields. For example, the ability to critically assess medical and science literature, to communicate technical information to different audiences, and to work effectively in groups are all valuable for students in these majors, and indeed are useful skills for students  \nHowever, students in this course had generally not been exposed to reading primary  \nin many, if not all, fields in science, medicine, and technology. To address the development of these skills, we have implemented a new group project into this class. Students were assigned by the instructors to groups of three to five and were required to research and present information on a human pathogen and the associated disease. The objectives of this project included: 1) building students’abilities to research and critically assess relevant scientific and medical information, 2) increasing their scientific communication skills, and 3) improving group collaboration skills. In addition, we expected students to demonstrate in-depth knowledge about the pathogen chosen by their group.  \nOver the past two decades, increasing emphasis has been placed on teaching the process of science as well as content, and on exposing undergraduates to scientific research through primary literature and/or independent projects (National Research Council, 2003) . Primary literature relevant to the pa","cbCaiuiUrrJzFgHc","https://ap.wps.com/l/cbCaiuiUrrJzFgHc","pdf",234585,"English","en",105,"# Abstract\n# Introduction\n## Course context and goals\n## Project design and objectives\n## Use of secondary sources and internet information\n## Communication skills and learning outcomes","[{\"question\":\"What was the main purpose of the group projects in this public health microbiology course?\",\"answer\":\"The project aimed to improve students’ ability to research and critically assess scientific and medical information while building scientific communication and group collaboration skills.\"},{\"question\":\"How were students assigned and what deliverables did they produce?\",\"answer\":\"Students were assigned by instructors to groups of three to five and researched a human pathogen and associated disease, then presented orally and in written formats such as posters or pamphlets.\"},{\"question\":\"How did the instructors evaluate whether the project improved learning and confidence?\",\"answer\":\"A peer evaluation assessed group effectiveness, and students were surveyed afterward for self-evaluation of content knowledge and confidence in scientific communication and research skills.\"}]","Group Projects as a Method of Promoting Student Scientific Communication and Collaboration in a Public Health Microbiology Course | PDF",1792081180,18,{"code":4,"msg":81,"data":82},"ok",{"site_id":74,"language":73,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"group-projects-as-a-method-of-promoting-student-scientific-communication-and-collaboration-in-a-public-health-microbiology-course","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/group-projects-as-a-method-of-promoting-student-scientific-communication-and-collaboration-in-a-public-health-microbiology-course/595456/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":73,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/group-projects-as-a-method-of-promoting-student-scientific-communication-and-collaboration-in-a-public-health-microbiology-course/595456.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":29},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What was the main purpose of the group projects in this public health microbiology course?","Question",{"text":128,"@type":129},"The project aimed to improve students’ ability to research and critically assess scientific and medical information while building scientific communication and group collaboration skills.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How were students assigned and what deliverables did they produce?",{"text":133,"@type":129},"Students were assigned by instructors to groups of three to five and researched a human pathogen and associated disease, then presented orally and in written formats such as posters or pamphlets.",{"name":135,"@type":126,"acceptedAnswer":136},"How did the instructors evaluate whether the project improved learning and confidence?",{"text":137,"@type":129},"A peer evaluation assessed group effectiveness, and students were surveyed afterward for self-evaluation of content knowledge and confidence in scientific communication and research skills.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":74},1793014968]