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Given the explosion of information and knowledge in the field of Life Sciences, adapting primary literature as materials in course work as part of active learning seems to be more effective in improving scientific literacy among science undergraduates than the pure transmission of content knowledge using traditional textbooks. In addition, students also read research articles as part of undertaking laboratory research projects useful for preparing them for graduate school. As such, a good grasp of reading and analytical skills is needed for students to understand how their research project contributes to the field that they are working in. Suc

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Book ID Asin: B00JA0D17A
Book Title: How To Read And Critique A Scientific Research Article: Notes To Guide Students Reading Primary Literature (With Teaching Tips For Faculty Members)
Book Author: Foong May Yeong
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Book Rating: 16 ratings

How To Read And Critique A Scientific Research Article: Notes To Guide Students Reading Primary Literature (With Teaching Tips For Faculty Members) by Foong May Yeong Book Review

Name: Fatima
Rating: 5.0 out of 5 stars
Title: Five Stars
Date: Reviewed in the United States on May 30, 2015
Review: Excellent

Name: Freefly
Rating: 5.0 out of 5 stars
Title: Five Stars
Date: Reviewed in the United States on January 10, 2015
Review: Perfect

Name: John Richard Schrock
Rating: 2.0 out of 5 stars
Title: Premature Speculation
Date: Reviewed in the United States on December 14, 2019
Review: "How To Read and Critique a Scientific Research Article: Notes to Guide Students Reading Primary Literature (with Teaching Tips for Faculty members)" by Yeong Foong May; World Scientific, © 2014, 102 pages, softcover.

This small booklet consists of 12 chapters, some only 3 or 4 pages long. It includes 30 “figures” although these are mostly branching diagrams of questions or information that mostly do not lend themselves to being in diagram form. There are ten tables that mostly summarize information or lay out the format of aspects of some journals. There are at least 18 grammatical or typographical errors that should have been caught by the publisher’s editors, and this is not uncommon for some World Scientific books.

In Chapter 2 on “How to Search for an Article,” the only references are made to online databases; actual real libraries with real print journals still exist, and not all science research is available online today. This is particularly true of systematics where literature must be consulted back to 1758, as well as in organismic biology and ecology where new developments do not move nearly as fast as in molecular biology and medicine.

Chapter 3 on “Anatomy of a Typical Scientific Article” summarizes the usual sequence of Abstract-Introduction-Methods and Materials-Results-Discussion as if it is always necessary and aside from the abstract that summarizes the research, is the standard way an article is written. Peter Medawar long ago described the problem of this standardization in his classic “Is the Scientific Paper a Fraud?” essay. Yes, this may be the order in which most journals require science papers to be written, but it often, if not usually, is different from the way in which research is conducted. Most researchers will confess that they must often modify the methods as they encounter difficulty in the research, and after they finish writing the results and discussion, they often go back to rewrite the introduction. In addition, with recent concern about uniform methods showing up as similar wording across papers because they are indeed the same procedures, and thus triggering plagiarism or so-called “self-plagiarism” problems, some journals now place the methods section at the very end and turn off the Crosscheck or other plagiarism detection program. I am also concerned that the author equates “references” with “bibliography” in this chapter. They are not the same, and many journals will cull any reference that is not cited in the text, while a bibliography is a list of other related research articles but not specifically cited in the text. And most journals rarely have space for a bibliography.

Chapter 4 on “How Scientific Articles Get Published in Journals” shortchanges the critical role of reviewers. The book likewise treats science as a situation where a new piece of research may contradict earlier work and totally replace it over time when it is much more a case of the paradigm or “body of knowledge” growing with added refinements and occasional tweaks at the outer edges of the paradigm. Occasionally there will be larger challenges to the paradigm. The case of prion diseases that lack any DNA or RNA to propagate took awhile to be accepted, and the review process could pose a problem until the evidence became solid and replicable. Likewise, Margolis ran into difficulty getting the theory of lateral-gene transfer accepted, and these are interesting cases. However, the guidance given in this book is rather pedestrian and lacks such examples.

Chapter 6 addresses the hypothesis or question being addressed and divides them into “question-driven” and “discovery science-driven” and admits the distinction is not always clear. The author really is focusing on molecular biology and uses some examples with ants and coral only briefly. What is missing is a much fuller treatment of the problems of systematics, ecology and much organismic and behavioral biology. First, nearly all of systematics is descriptive and has very limited or no experimental design nor a hypothesis. It is a strength of this book that it does not fall into the error of defining science as a method that requires a hypothesis. Much science does not. Ecology is either done in the field where it is difficult to isolate cause-and-effect because there are so many unknown variables in action, or the organism is brought into the lab and one variable is manipulated but it may not be the main actor in the field. And behavioral biology poses much of the same limitations in interpretation that psychology and other social studies pose.

Chapter 7 states that “long ago, it used to be that the editors of journals repeated the experiments described in research articles so as to ensure the reliability of the data....” I am old, and long ago as a young scientist I talked with old editors, and I have never encountered any editor who repeated submitted work. The author acknowledges that the methods and materials must be described in enough detail to permit replication. That is certainly the case, and today far more important than mentioned here. World Scientific is also the publisher of the proceedings of two recent World Congress on Research Integrity publications. I would actually recommend students scan through those books to gain an appreciation of the vital need for detailed methods in order to perform replication.

Chapter 8 asks students to seek out the major important contributions of the paper, in assessing the results. This is proposed for undergraduate students, but I find it unlikely that students at that level can be this mature in their science understanding. There is a brief mention of “in vitro” versus “in vivo,” but no further discussion of the looming attacks on research using animal models and they are the “in vivo.”

Probably the best discussion in the book is the brief examples of need for significance in most measured parameters, and that comes from the number of replicates. But this book does not further discuss mathematical significance and mentions “false positive” and “false negative” once without explanation. The author does footnote that only some universities provide basic statistics courses for biology students, and she is correct if this is a push that all should.

Chapter 10 encourages students to express their opinions about the article being studied. I am far more concerned that in many cases, this will be premature speculation insofar as journal articles are highly technical and require more expertise than undergraduate biology students usually possess. As a professor who taught reasonable-sized classes of biology, zoology and entomology undergraduates, I have selected research articles that were of a level that most students could understand. However, it would be rare to never that they would have the expertise to actually criticize the article, considering that these have passed peer review by doctoral level experts in the field and much of this book speaks of the articles being subject to criticism. Instead, I have more often used summaries of such research articles as presented in shorter form in publications such as Science News, that is available worldwide in major languages.

Overall, I would propose that what is attempted for undergraduates should actually be for senior undergraduates at most. I am also aware of another problem that this author almost alludes to in the footnotes. In Asian countries, there is great hesitancy to criticize. Harmony and politeness rule. But science is not polite. It is at the masters and doctoral level that Western universities have students practice presentations of papers in their field, with a question and answer session with student classmates expected to ask questions. The masters and doctoral defenses are likewise not only opportunities for students to ask questions, but faculty expect them to. The students should follow the research presented and inquire about controls, mathematical significance, etc.—all of the items that are tediously presented in this book for articles. But these presentations will be near to classmate’s fields and they will be of a level to understand and ask genuine questions that in turn refines their understanding. In the West, this use of the defense is an excellent learning exercise. But in Asia, the masters and doctoral students generally stay completely quiet during defenses, and only the panel of professors ask questions. No student would want to “cause trouble” for the defending classmate, and the defense is seen as another “test” by professors, and not a joint exercise in searching for scientific “truth.” It is this exchange in presentations and defenses that can accomplish what this author attempts to accomplish in undergraduate classes.

Name: Robert Hamilton IV
Rating: 4.0 out of 5 stars
Title: Use this to learn how to critique scientific literature
Date: Reviewed in the United States on January 20, 2015
Review: I use three books as references for my students to learn how to read, write and critique primary scientific literature. This book is the best one for learning how to critique primary literature. The author begins with a brief overview of how to evaluate a scientific article. The book discusses the anatomy of an article then covers in detail the various sections of the article - e.g. Abstract, Introduction, Methods,etc. There is a chapter on how to find an article and publish an article placed between the chapters on the sections of the article. Their placement seems odd to me. I would place these two chapters before the ones that detail the sections of an article. The two things that I really like about this book are the diagrams of how an article section is organized, and a checklist of how to critique each section. These features could be very useful to students who are not experienced with writing critiques. This is a very good book and I recommend it, but I do have two details to point out. This book is very good at teaching how to critique papers, but I would recommend "Reading Primary Literature ..." by Gillen for the reading and interpretation side. Also, this book and its examples are skewed towards the laboratory and cellular sciences. Students who focus on ecology and other organismal sciences may not understand all of the examples given in the book.