Using primary-literature-based assessments to highlight connections between sub-topics in cell biology

Equipping students with Cell Biology knowledge should extendbeyond the mere dissemination of facts so as to reduce students’learning by memorisation. Making use of innovative assessments topromote student thinking has been shown to be effective especiallyfor large classes. In this exercise, I describe a method to encouragestudents to synthesise their own knowledge by requiring studentsto write an essay based on their reading of primary literature. Moreimportantly, the material in the article bridges two sub-topics ofCell Biology that were taught in class. After going through thearticle, students had to answer questions related to both nucleartransport and cell cycle regulation. With questions that promptedstudents to consider different cellular processes taught in separatesections in class as functioning together in the context of the cell,it was hoped that students arrive at a piece of knowledge withouthaving me explicitly state it for them. Moreover, as the essay is an“open-book” assessment, students did not need to memorise factsbut rather spent time learning outside of the lectures. The suitableuse of primary literature that showcases different cellular processesoperating in combination could persuade students to learn with an integrated perspective of Cell Biology.