Overview.

Reading and discussing scientific literature such as peer-reviewed scientific reports, reviews and case studies is an invaluable tool in modern undergraduate education. Many aspects of undergraduate education are improved by including a discussion of research literature. It introduces the students to current scientific concepts and methodology, teaches modern data analysis and presentation practices used by experts in the specific field and serves as a model for professional activities of future teachers, clinicians or scientists.

Currently, the preferred model of working with the research literature in the classroom emulates a professional conference style: a slide presentation, followed by a discussion and feedback. There are many benefits to this paradigm, including that it models an essential professional activity. Assessment of the experience with primary research literature normally relies on written reports or oral presentations. Including student peers in the discussion enhances the impact of primary research literature on the undergraduate classroom. It is an excellent assessment tool and a means to improve critical thinking, analytical ability and presentation skills.

Several critical issues limit the impact and preclude wider adoption of this learning tool, chief among them is that in-class presentations require enormous amounts of classroom time, which is especially crippling in large-enrollment classes. The in-class format offers only a limited time for feedback and critiques, which is likely to cost some students learning opportunities provided by the live presentations and to affect the quality of questions and feedback. The short period of time available for the discussion means that comments may not be fully understood and recorded. Finally, the in-class presentations are hard to track and use for formative assessment. These issues may disproportionately affect students who are less prepared for this format and to the analysis of research literature in general.