{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T19:52:03Z","timestamp":1790797923556,"version":"4.1.0"},"reference-count":48,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2024,8,9]],"date-time":"2024-08-09T00:00:00Z","timestamp":1723161600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"funder":[{"DOI":"10.13039\/100000057","name":"National Institute of General Medical Sciences","doi-asserted-by":"publisher","award":["K12GM133314"],"award-info":[{"award-number":["K12GM133314"]}],"id":[{"id":"10.13039\/100000057","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["iubmb.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Biochem Molecular Bio Educ"],"published-print":{"date-parts":[[2024,11]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>In a typical undergraduate biology curriculum, students do not dive into research until they first wade through large amounts of content. Biology courses in the first few years of the college curriculum tend to be lecture\u2010based and exam\u2010based courses. As a result, science students are mainly exposed to content knowledge\u2014not the skills scientists practice daily. While students may practice manual techniques in lab sections of lecture courses, the higher\u2010level analytical research skills are reserved for the final semesters of college. To address this issue, we created an undergraduate cell biology course centered around practicing research skills, and fully accessible to students with no prerequisite content knowledge. In our course, students read primary literature (no textbooks) and were assessed by writing 12 analytical response papers and a full research proposal (no exams). Each student chose a topic for their semester\u2010long project, conducted a literature review, and proposed future experiments\u2014all in a stepwise fashion with plentiful feedback. The students' thorough comprehension of the primary literature, along with successful completion of the research proposals, shows that the course achieved its goals of building these skills\u2014even in the nonbiology majors taking this pilot course. Pre\u2010 and post\u2010survey results demonstrate that students gained feelings of confidence and preparedness for future research experiences. We envision a future model in which such a skills\u2010based course replaces a more traditional cell biology course, giving students the opportunity to practice high\u2010level analytical research skills from very early on in the undergraduate biology curriculum.<\/jats:p>","DOI":"10.1002\/bmb.21858","type":"journal-article","created":{"date-parts":[[2024,8,9]],"date-time":"2024-08-09T10:51:36Z","timestamp":1723200696000},"page":"676-688","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Diving into research without wading through content: A skills\u2010based cell biology course emphasizing the unknown"],"prefix":"10.1002","volume":"52","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0365-8583","authenticated-orcid":false,"given":"Gonzalo L.","family":"Gonz\u00e1lez\u2010Del Pino","sequence":"first","affiliation":[{"name":"Department of Molecular Biology and Microbiology Tufts University School of Medicine  Boston Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Megan E.","family":"Rokop","sequence":"additional","affiliation":[{"name":"Honors College University of Massachusetts Boston  Boston Massachusetts USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,8,9]]},"reference":[{"key":"e_1_2_9_2_1","first-page":"R24","article-title":"Making primary literature come alive in the classroom","volume":"15","author":"Hartman AK","year":"2016","journal-title":"J Undergrad Neurosci Educ"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/tea.21623"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1002\/bmb.20729"},{"key":"e_1_2_9_5_1","first-page":"A159","article-title":"Controversies in neuroscience: a literature\u2010based course for first year undergraduates that improves scientific confidence while teaching concepts","volume":"12","author":"Willard AM","year":"2014","journal-title":"J Undergrad Neurosci Educ"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/09500693.2015.1085133"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.1002\/tea.21146"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.17-04-0066"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.1240487"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1002\/tea.21102"},{"key":"e_1_2_9_11_1","first-page":"A75","article-title":"Integrating research into the undergraduate curriculum: 3. 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