Many students struggle to grasp primary scientific literature, which is a critical academic skill. This project uses the proven CREATE method to enhance chemistry students’ ability to interpret scientific articles and therefore increase their confidence when reading primary literature. To provide a rich picture of how CREATE improves understanding of and engagement with scientific literature, survey data, interview insights and student assignments were collected. 

Background information 

In the chemistry course ‘Trending Topics in Biomolecular Sciences’, students read scientific literature and attend seminars to discuss the work with the article author. To prepare, students submit two-page reports, which the instructor provides feedback on. Since this requires an extensive grading method, this project proposes an alternative method to assist students in their understanding of primary literature: the CREATE method. CREATE consists of several steps: Concept mapping the introduction, Reading and annotating the methods and results section, Elucidating the hypothesis for each experiment, Analyzing and interpreting the data, and Thinking of the next Experiment.  

Aims 

This project aims to answer the following research questions: 

• Does using the CREATE method improve students’ perceptions of their ability to read primary scientific literature? 

• What aspects of the CREATE method do students identify as most helpful for building their confidence and competence in reading primary scientific literature? 

Project description  

To examine the effect of the CREATE method on students’ confidence in reading primary literature, surveys were administered during the first and last seminar, with the final survey also including open-ended questions on which aspects of the course students feel contributed to their confidence. Interviews were conducted to provide additional context.  Students’ ability to interpret scientific literature was also assessed through pre-, mid-, and post-assignments of similar difficulty, blindly evaluated by an external expert to ensure objective measurement of progress. 

Results & Conclusions

The administered surveys showed statistically significant improvements in student attitudes, abilities, and beliefs around engaging with primary literature. Students reported all aspects of the CREATE method as valuable for their reading and interpretation of primary literature, although many students indicated that the figure analysis was an effective strategy that was previously underutilized. Students also noted the usefulness of the collaborative version of CREATE as it allowed for discussions that prompted new perspectives and insights. This work provides evidence that it may be useful to use some aspects of CREATE in a collaborative fashion, as it emphasizes process over product. 

References 

• An Innovative Method for Understanding Scientific Articles. (z.d.). UCLA Library. https://uclalibrary.github.io/creates/  (accessed 2024-05-27) 

• Lie, R., Abdullah, C., He, W., & Tour, E. (2017). Perceived challenges in primary literature in a master’s class: Effects of experience and instruction. CBE—Life Sciences Education, 15(4), 1–12. 

• Hoskins, S. G., Lopatto, D., & Stevens, L. M. (2011). The C.R.E.A.T.E. approach to primary literature shifts undergraduates’ self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs. CBE—Life Sciences Education, 10(4), 368–378. 

• Goodwin, E. C., Shapiro, C., Freise, A. C., Toven-Lindsey, B., & Moberg Parker, J. (2023). Synthesizing research narratives to reveal the big picture: A CREATE(S) intervention modified for journal club improves undergraduate science literacy. Journal of Microbiology & Biology Education, 24(2), 1–14. 

• Hoskins, S. G., Stevens, L. M., & Nehm, R. H. (2007). Selective use of the primary literature transforms the classroom into a virtual laboratory. Genetics, 176(3), 1381–1389.