Integrating an Annotation Project in a Senior-Level Biomedical Engineering Course to Develop Primary Literature Analysis and Science Communication Skills

Abstract Purpose This paper describes a senior-level biomedical engineering course designed to educate students on primary literature analysis and effective scientific communication. The course integrates elements from both disciplines through in-class discussions of primary research articles and an innovative annotation project utilizing the Science in the Classroom (SitC) program. Methods The course incorporates weekly discussions of seminal research articles led by the instructor in the field of biomedical microdevices, bi-weekly quizzes to assess comprehension, and a novel final project where student groups collaborate to annotate a high-impact scientific article through the SitC program. The annotations aim to make the article accessible to a broader audience while training the students in primary literature analysis and effective scientific communication. Results The course effectively enhances student understanding of primary literature, as evidenced by the significant improvement in quiz scores following in-class discussions. Additionally, student participation in the annotation project contributes valuable educational resources to the SitC program, promoting the dissemination of scientific knowledge to a wider audience. Conclusions The novel aspects of the course, specifically the annotation project, offer a unique learning experience by equipping students with the necessary skills to navigate and critically analyze primary research articles. The course also fosters effective scientific communication, transforming students into active contributors to the scientific community. Recommendations are included for instructors interested in adopting this novel approach to teaching primary literature analysis and scientific communication.