Perceived Challenges in Primary Literature in a Master’s Class: Effects of Experience and Instruction

Lie, Richard; Abdullah, Christopher; He, Wenliang; Tour, Ella

doi:10.1187/cbe.15-09-0198

Cited by 19 publications

(37 citation statements)

References 20 publications

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“…Conceptual models describing the development of scientific processing skills have been described previously. One study of literature use amongst Masters level students proposed a scheme based on Models of Domain Learning [ 23 – 25 ] whereby there is a continual acquisition of scientific processing skills, with individuals moving from an initial ‘acclimation’ phase, through to ‘competency’ and to eventual ‘proficiency’ in use of the literature [ 23 – 25 ]. Our data support and extend these models, with the development of literature processing skills being a function of (i) the familiarity with both scientific language and the wider research context and (ii) the degree of intrinsic motivation for reading ( Fig 4B ).…”

Section: Discussionmentioning

confidence: 99%

“…were more likely to rely on author statements in the discussion than to interpret primary results for themselves [ 14 ]. Inexperienced readers find the language of scientific papers challenging [ 23 ], and relative low levels of prior knowledge acts as a barrier to comprehension [ 26 , 27 ]. The importance of background knowledge was specifically commented on by one participant, who added the following disclaimer to their advice for someone reading a paper for the first time (the last question in the survey):…”

Section: Discussionmentioning

confidence: 99%

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Perceptions of scientific research literature and strategies for reading papers depend on academic career stage

Hubbard

Dunbar

2017

PLoS ONE

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Reading primary research literature is an essential skill for all scientists and students on science degree programmes, however little is known about how researchers at different career stages interact with and interpret scientific papers. To explore this, we conducted a survey of 260 undergraduate students and researchers in Biological Sciences at a research intensive UK university. Responses to Likert scale questions demonstrated increases in confidence and skill with reading the literature between individuals at each career stage, including between postdoctoral researchers and faculty academics. The survey indicated that individuals at different career stages valued different sections of scientific papers, and skill in reading the results section develops slowly over the course of an academic career. Inexperienced readers found the methods and results sections of research papers the most difficult to read, and undervalued the importance of the results section and critical interpretation of data. These data highlight a need for structured support with reading scientific literature at multiple career stages, and for senior academics to be aware that junior colleagues may prioritise their reading differently. We propose a model for the development of literature processing skills, and consider the need for training strategies to help inexperienced readers engage with primary literature, and therefore develop important skills that underpin scientific careers. We also encourage researchers to be mindful of language used when writing papers, and to be more inclusive of diverse audiences when disseminating their work.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Perceptions of scientific research literature and strategies for reading papers depend on academic career stage

Hubbard

Dunbar

2017

PLoS ONE

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“…The most difficult item in statistical literacy is -data interpretation‖. Lie et al (2016) and Hubbard and Dunbar (2017) revealed postgraduate students perceived that interpreting -experimental data‖ are difficult. This study proved that students are weak at interpreting results from table or graph.…”

Section: Table 3 Threshold Logit Of Research Literacy Levelmentioning

confidence: 99%

“…Primary research articles generally composed of an abstract, introduction, method, result, and discussion and conclusion. Studies reported that the hardest section to understand in research articles perceived by students are the methodology and data interpretation sections [7] [8]. Reading research articles requires students to understand, interpret and making sense of methods used, correlate them with data and discussion presented.…”

Section: Introductionmentioning

confidence: 99%

“…Lie et al (2016) also reported that lack of understanding research methods makes it harder for students to interpret figures and data. Consequently, students spent more time reading texts in the articles and considered them as fact instead of understanding the data and figures [8]. The term that associates with the ability to understand and interpret research articles is called research literacy.…”

Section: Introductionmentioning

confidence: 99%

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Research Literacy Level of Education Postgraduate Research Students using Rasch Measurement Model

2019

IJRTE

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Research literacy is defined as the ability to search and identify relevant research articles from relevant resources, and interpret and evaluate research articles. Although there is increasing literature on the importance of research literacy, empirical data on research literacy concept is still lacking especially in the field of education. Therefore, based on the meta-data analysis, this study conceptualizes research literacy and develops Research Literacy Test (RLT) composes of three main components such as information literacy, knowledge of research methodology and statistical literacy. This study determines research literacy level of postgraduate research students in education using the Rasch Measurement Model (RMM). After confirming that all items in RLT are statistically reliable and valid for the operational use, the test then distributed to 236 postgraduate research students in the field of education from five research universities in Malaysia. Findings show that the level of overall research literacy, knowledge of research methodology and statistical literacy of postgraduate students are at Moderate Low, while their information literacy level is at Moderate High. Due to the lack of research literacy, postgraduate students should not be left alone to pick up research skills as and when they could in the process of doing research. Faculty should consider improvising the current status and function of the existing research related courses. Encouragement from the supervisor is also essential. Lastly, postgraduate students themselves should take the initiative in updating their research literacy by participating in a range of appropriate activities and share their research with others.

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Virtually engaging students through collaborative investigation of scientific literature, a case study

Stengel

Stanke

McPherson

et al. 2021

Natural Sciences Education

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Critical evaluation and analysis are essential skills of the scientific process which can be further developed through reading primary scientific literature. However, early stage scientists, including undergraduate and graduate students, often face barriers to reading and comprehending primary literature, which can make deeper investigation and evaluation of content even more challenging. To address this core skills gap, we designed a virtual journal club series. This series was designed to keep undergraduate students engaged following restrictions on in-person activities due to the COVID-19 pandemic. As this initiative was developed and led by graduate students, activities were designed with an emphasis on facilitating student-centered learning outcomes. We used several active learning techniques, including deconstruction of the main message through one-sentence summaries, collaborative student engagement via distinct team roles, conceptual diagrams to reinforce learning and develop communication skills through presentations, and word journals to encourage evaluation and synthesis of ideas across readings. We highlight how these strategies can be used for the design of literature-based training both inside and outside of the classroom. Further, we demonstrate that virtual journal clubs are an effective strategy for enhancing science literacy skills by facilitating student buy-in. THE CASEFacing the closure of university facilities in the wake of the COVID-19 pandemic, we looked for a way to safely keep undergraduate student workers engaged in research. Reading scientific literature is critical for helping students develop research questions and seek to answer them using specific approaches or methods (Mulnix, 2003). This furthers student understanding that scientific research is a collaborative process that builds on a much larger body of work to advance the field of study (Gehring & Eastman, 2008). This gives students an opportunity to gain greater self-confidence in their abilities to think scientifically, as well as, enhance science literacyThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Perceived Challenges in Primary Literature in a Master’s Class: Effects of Experience and Instruction

Abstract: An analysis is presented of what master’s students perceive as the most challenging aspects of primary literature before and after instruction in critical reading of scientific articles. After instruction, students increasingly focus on challenges requiring critical thinking.

Cited by 19 publications

References 20 publications

Perceptions of scientific research literature and strategies for reading papers depend on academic career stage

Perceptions of scientific research literature and strategies for reading papers depend on academic career stage

Research Literacy Level of Education Postgraduate Research Students using Rasch Measurement Model

Virtually engaging students through collaborative investigation of scientific literature, a case study

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