Journal clubs are widely used as an educational tool in graduate life science programs. In journal clubs, students are assigned to read specific journal articles to achieve a broad knowledge in their field of study and to gain competence in reading and assessing scientific publications. However, students often show low motivation to read assigned articles, and under‐prepared students contribute little to in‐class discussions. In order to promote student engagement in graduate‐level journal clubs, we used an inverted, student‐centered format that focuses on a scientific question or topic rather than specific publications. Both the weekly topics and the scientific publications were selected by the students and focused on aspects of the students' thesis research. For each weekly topic, students were asked to find papers, read the papers and summarize the findings during class, which led to the presentation of a variety of approaches and viewpoints. This approach trained students in literature search, focused reading and oral presentation skills and provided a broad overview of the research in the selected topic areas. Student feedback showed a high level of acceptance of the new format. We propose this inverted journal club format as a useful alternative to traditional formats, because it focuses on a different scientific skill set and leads to increased student engagement through its student‐centered approach.

中文翻译：

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研究生期刊俱乐部的新变化：使用以主题为中心的方法来促进学生参与

期刊俱乐部被广泛用作研究生生命科学课程的教育工具。在期刊俱乐部，学生被分配阅读特定的期刊文章，以在他们的研究领域获得广泛的知识，并获得阅读和评估科学出版物的能力。然而，学生往往表现出阅读指定文章的动力不足，准备不足的学生对课堂讨论的贡献很小。为了促进学生参与研究生水平的期刊俱乐部，我们使用了一种倒置的、以学生为中心的格式，专注于科学问题或主题，而不是特定的出版物。每周主题和科学出版物均由学生选择，并侧重于学生论文研究的各个方面。对于每周的每个主题，要求学生寻找论文，在课堂上阅读论文并总结发现，从而导致提出各种方法和观点。这种方法培训了学生文献检索、重点阅读和口头表达技巧，并提供了所选主题领域研究的广泛概述。学生的反馈表明对新格式的接受程度很高。我们建议将这种倒置期刊俱乐部格式作为传统格式的有用替代方案，因为它侧重于不同的科学技能，并通过以学生为中心的方法提高学生的参与度。重点阅读和口头表达技巧，并提供所选主题领域研究的广泛概述。学生的反馈表明对新格式的接受程度很高。我们建议将这种倒置期刊俱乐部格式作为传统格式的有用替代方案，因为它侧重于不同的科学技能，并通过以学生为中心的方法提高学生的参与度。重点阅读和口头表达技巧，并提供所选主题领域研究的广泛概述。学生的反馈表明对新格式的接受程度很高。我们建议将这种倒置期刊俱乐部格式作为传统格式的有用替代方案，因为它侧重于不同的科学技能，并通过以学生为中心的方法提高学生的参与度。