This article provides excerpts and key points taken
from a study conducted by Jones and Hale (2019).
Jones and Hale - Abstract, 2019
"The purpose of the current paper is to present a pedagogical
method for teaching students to read analyze, and evaluate research methodology
and conclusions in primary scientific literature. Analytical reading of primary
scientific literature is an essential skill for advanced undergraduate and graduate
students. Evaluating research involves
healthy criticism and debate. Students should be introduced to this process of
criticism and analysis early and throughout their college careers. These are skills students can use for their
own research papers, theses, and dissertations, and can also ensure future
clinical practice is evidence-based. The
present method is grounded in research on cognitive and learning psychology and
provides a structure for developing analytical reading skills in the classroom.
Our conclusions are supported primarily by teaching evaluations, personal communications with students, and experience. The method presented is a practical method for
utilizing findings from educational, teaching, and psychological research in
the classroom."
With use of the analytical method used here students
should be able to:
·
Distinguish peer-reviewed, trade, and
popular literature from each other
·
Understand the differences between the
types of primary literature: original investigations, meta-analyses,
systematic reviews, brief reviews, and case reports, and symposia
·
Know the relevance of each type of paper
to the process of scientific investigation and literature review
·
Identify the parts of a study –
abstract, introduction, methods, results, and discussion – and what information
they contain
·
Understand different research designs:
strengths and limitations including:
o
Cross-sectional vs Longitudinal
o
Experimental vs Descriptive
o
Quantitative vs Qualitative
o
Importance of placebo, control,
blinding, and randomization
·
Know the fundamentals of statistical
theory and methodology- regarding quantitative research
·
Understand the sources of error, bias,
and unfounded conclusions"
The exact method of teaching this information varies with the
instructor and is considered in the context relevant to the students. Those
students who have already completed coursework in research methods and
statistics may only need a brief review on much of this material, while others
will be learning it for the first time, and may need more in-depth instruction
regarding each component.
Students are provided with a question-based
rubric that is used to evaluate the primary literature. The format of the rubric is flexible, but some
of the primary questions are essential for analysis. The rubric is divided into different sections
that represent the sections typically found in a scientific research papers.
From the rubric:
" Results
1. What
were the main findings of the study and did they support the hypotheses?
2. Did
the authors clear and understandable tables and figures?
3. Did
the authors report all major findings and important results that were not primary
hypotheses?
4. Were
any measures of instrument reliability performed and did they yield adequate
results?
5. Were
there any nearly significant trends in the analysis?"
The rubric used in
the study consisted of 39 questions. Student feedback has been consistently positive. Some students remarked that the analytical
reading method used in the current study was one of the most useful teaching methods that
they had been exposed to during their higher educational careers. Other
students remarked that the method was beneficial when they were later
completing their theses and dissertations, or when they used evidence-based guidelines
in their careers as clinicians. The paper provide a discussion on limitations
and future directions for relevant research.
Select- Volume 56, Issue 2, Spring 2019
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