Of the many assessment tasks I have developed, I’ve found that scaffolded assessment tasks introduce the students to a community of practice and develop their transferable skills. In the second-year course PHAR2011, Introductory Pharmacology and Toxicology, the final product of such a scaffolded assessment task was a commentary article. This assignment reflects the professional

The PHAR3102-Molecular Pharmacology “collaborative learning sessions” used a flipped classroom and peer-teaching approach. A flipped classroom is a pedagogical mode where students gain first exposure to new material outside of class and then class time is used for assimilating that knowledge through strategies such as problem-solving and team discussion.

Introduction. Students when informally surveyed in class indicate that when they ‘read’ a journal article they look at the abstract and often stop there. They may then read the introduction and discussion (in that order of importance) and actively avoid reading the methods and results sections. In contrast, biomedical researchers report that they