AMPK Reverses the Mesenchymal Phenotype of Cancer Cells by Targeting the Akt–MDM2–Foxo3a Signaling Axis

The ability to critically assess the strengths and weaknesses of information published in the scientific literature is a key skill for all scientists. This exercise is

designed to assess your ability to review a key scientific paper and your ability to communicate this information to colleagues in a concise but informative manner.

Each of you will be provided with a primary research paper. Your ‘mission’ is to prepare a presentation covering the following points:
Background to the study – why was it done, what questions are they addressing, what is the significance of the study in the broader context of the topic etc etc.
Study design – overview of how the study was conducted with the emphasis placed on methodology.
Results: Description of what the key results obtained were.
Discussion and conclusions: What do the results all mean? Are they significant? etc etc.
Throughout the presentation, you should give a critical appraisal of the paper – ie do you think the techniques are appropriate for answering the questions asked, are

there major flaws in the authors rationale, study design, interpretation etc etc.
The format for the presentation will be a Powerpoint presentation which is 10 min long followed by a 5 min question and answer session with assessors.
Journal Club Presentation: Marking scheme
The following information explains how the assessors marked your journal club presentation. The marks are based on whether or not the assessors felt your performance

was at distinction level (>70%), merit level (70-60%), pass (40-60%) or fail (<40%). If you want to discuss your marks or get direct feedback from the assessors,

please make an appointment to meet whoever assessed your performance.
Assessment:
The assessment is based upon both the students performance (are they effective communicators) and the content of what they present. The marking scheme is split into 4

main areas:
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Structure: The talk should be well organised with background contextual material presented prior to the actual paper, clear aims and objectives and well structured

sub-sections throughout the presentation. Conclusions and future studies or critical appraisal is required to finish off (25%).
Style: The style refers to whether or not students are engaging with the audience through eye contact, using laser pointers to illustrate key information. There is

always a strong tendency for students to read from notes or directly from the screen and this is a common fault. Other issues such as whether they are too loud or too

quiet, too fast or slow etc enter into consideration here (25%).
Presentation: This mainly refers to the quality of the presentation in terms of the standard and clarity of powerpoint slides. Font size, too much or not enough

information, inappropriate use of animation etc are all issues that need to be assessed in this category (25%).
Content: This is self evident. The paper the students have been given are from a recent issue of Molecular Cancer Therapeutics and they will contain a lot of detailed

information here. One of the challenges is to present the depth of information whilst retaining clarity and ‘flow’ (25%)
A useful web page about how not to use powerpoint can be found below.

How not to use PowerPoint

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