1. Peer Reviewed Presentation Exchange (PEREPEX) – A platform for peer-reviewed presentations in
cell biology
Kirill Kiselyov, PhD,
Department of Biological Sciences,
University of Pittsburgh

3. Science of cellular management
How does the cell work as a unit?
How do cells coordinate and communicate?
Why does miscommunication cause disease?

4. Pitt BIOSC1500 25-40 students. Majority is:
Senior, biological science, molecular biology or neuroscience track;
Pre-med;
Understands the need to read primary research literature;
Interested in translational science;
Very well or well prepared.

5. Competencies Components Understand basic cell biological principles,
Textbook and lectures
(narrative, focus)
Read and understand research papers,
Primary research literature
(aided by presentation exchange),
Discovery phases, in-class activities, and the conference
(discovery, new skills)
Evaluate the impact of scientific findings,
Understand pathogenesis of diseases.

6. Importance of primary literature

7. Theme, eg: “Diseases of membrane permeability.”
Discovery phase
Theme, eg: “Diseases of membrane permeability.”
Split into 4 groups
Papers issued/chosen week before.
15-min-long presentations
(everyone should present once during the semester)
Conference
First-come-first serve
(recommended if underperforming)
15-min-long presentations

8. Discovery phase

9. Problems with the old format
Class is now 40 people; 40×15 = 600 min = 10 hours;
The majority of time is wasted on setting up;
Very hard to stay on time
Feedback is very limited
No “paper trail.”
Live presentations in class are very “expensive.”

10. To streamline presentations;
Goals
To streamline presentations;
To facilitate feedback.
Solution
Separate presentations and review from classroom activities

11. Narrated online presentation
New format
Submission checklist
Review checklist
Instructor
Narrated online presentation
Presenter
Reviewer
Review

12. Assignment via email or Courseweb
Record slide show
(manual provided)

13. Can be used as a diagnosis/assessment tool;
Benefits
Frees classroom time;
Can be used as a diagnosis/assessment tool;
Promotes feedback;
Can revisit and improve;
Can still use group work.
Opportunities
Can be assigned incognito;
Can be assigned to different reviewers;
Can be repeated;
Can share with entire class;
The review is retained and can be used as a learning tool.

14. Checklists
- To focus on important knowledge, or parts of the manuscript;
- To ensure that the presentation and the review are complete;
- To have milestones;
- To (possibly) customise assignments.

15. Presenter’s checklist
☒ Significance,
☐ The central problem,
☐ The specific question,
☐ The available approaches,
☐ The main conclusions,
☐ How the data change the field,
☐ The remaining questions.
Reviewer’s checklist
☒ Is the central question clear?
☐ Is the central question's importance obvious?
☐ Are the findings supported by data?
☐ Have the remaining questions been identified?
☐ Is the presentation length appropriate?

16. Reviewer’s form Y ? N
Comment
Is the central question clear?
Is the central question's importance obvious?
Are the findings supported by data?
Have the remaining questions been identified?
Is the presentation length appropriate?

17. Reviewer feedback
Comment
Was the review fair?
Did the review focus on form or substance?
Was the review useful?
Was the review specific?

18. Force focus on important aspects
Benefits
Force focus on important aspects
Formative assessment tool
Opportunities
Problem- and student-specific checklists
Cross-review and back-review possibilities
Traceable

19. Evaluation and feedback
Post-submission and post-review surveys. Sample questions
General
Do you have a good understanding of the cell biology role in the modern biomedical and clinical science?
Do you have a good understanding of how cell biologists make conclusions regarding the role of specific molecules in cells?
Specific
Do you have a good understanding of how oxidative stress contributes to neurodegenerative diseases?
Do you have a good understanding of how the sense of smell is coded?

20. Low-stakes and low-stress;
Promise
Streamline presentations giving student opportunities to have their work evaluated by peers;
Low-stakes and low-stress;
Formative assessment;
Customizable to student and material;
Scalable.