Increasing Undergraduate Student Knowledge about Journal Peer Review Using Outside Reading and In-Class Discussion

Area of Science:

• Life Sciences Education
• Scientific Publishing
• Biochemistry Education

Background:

• Peer review is a critical quality control step in scientific publishing, yet it's often not taught in undergraduate courses.
• Undergraduate lessons typically focus on peer reviewing student work, not the authentic process for scientific publications.
• There's a need for educational resources on the scientific publication and peer review process.

Purpose of the Study:

• To develop and evaluate an educational module on scientific publication and peer review for undergraduate life science students.
• To enhance students' understanding of the scientific publishing workflow and the role of peer review.
• To explore the connection between peer review and public trust in science.

Main Methods:

• Implemented an out-of-class reading assignment and an in-class lesson on scientific publishing and peer review.
• Students analyzed survey data to understand the relationship between peer review and public trust.
• Assessed student knowledge gains through an in-class assessment.

Main Results:

• Students reported significant knowledge gains regarding scientific publishing and peer review processes.
• The in-class assessment demonstrated students' improved understanding of the topic.
• The module was effective in enhancing scientific literacy related to publication practices.

Conclusions:

• The developed module effectively teaches undergraduate students about scientific publishing and peer review.
• This educational approach can be adapted for various life science courses to improve scientific literacy.
• Understanding peer review can foster greater trust in scientific findings among students.