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

Abstract

Peer review is an important part of the scientific publishing process that serves as a key quality control step. Learning that scientific publications go through peer review builds scientific literacy and may increase trust in published findings.Peer review is an important part of the scientific publishing process that serves as a key quality control step. Learning that scientific publications go through peer review builds scientific literacy and may increase trust in published findings. Though the publication and peer review process is an established part of the practice of communicating science, this topic is not commonly taught at the undergraduate level, even in classes that regularly require students to read primary literature or author manuscripts. Often, undergraduate course lessons on peer review focus on the practice of performing peer review on other students’ writing rather than explaining how this process works for independent scientists publishing their novel work as primary literature articles. As a result, there is a need for more resources related to teaching about publication and peer review. This work presents a plan for out-of-class reading and an in-class lesson on peer review practices in biology. In this module, students learn the order of events in scientific publishing and consider the relationship between peer review and public trust in science by analyzing survey data. Students completing this activity reported knowledge gains related to scientific publishing and peer review and demonstrated their knowledge on an in-class assessment. Though this activity was developed for a biochemistry course, it may be implemented in various life sciences classes from introductory to advanced levels to improve student scientific literacy.