Critical Reading of Scientific Literature in Nutritional Sciences

Objectives

At the end, students should be able to understand the different steps that critically reading includes. Students should be able to:

a)      carefully considering and evaluating the reading;

b)     identifying the reading's strengths and implications;

c)      identifying the reading's weaknesses and flaws;

d)     looking at the 'big picture' and deciding how the reading fits into the greater academic context (the understandings presented in other books and articles on this topic).

General characterization

Code

44006

Credits

5.5

Responsible teacher

Profª Doutora Cláudia Marques

Hours

Weekly - Available soon

Total - Available soon

Teaching language

Portuguese

Prerequisites

 

Bibliography

·        Allen, M. (2004). Smart thinking: Skills for critical understanding and writing. (2nd ed.). Melbourne, Australia: Oxford UP.

·        Flage, D. (2003). The art of questioning: An introduction to critical thinking. Upper Saddle River, NJ: Pearson Education.

·        Groarke, L. A. & Tindale, C. W. (2004). Good reasoning matters! A constructive approach to critical thinking (3rd ed.). Don Mills, Canada: Oxford University Press.

·        Metcalfe, M. (2006). Reading critically at university. London, England: Sage.

Teaching method

The teaching methodologies are consistent with the learning objectives. Theoretic-practical classes will offer a detailed and complete exposition of the syllabus contents and broaden the critical spirit of the student in relation to the subjects presented. The final work aims to assess all of the knowledge acquired in theoretic-practical classes, which is a very important basic knowledge for learning many topics that will be develop during the Master in Human Nutrition and Metabolism.

The evaluation of learning and teaching are implement to enable the identification of strengths and weaknesses of the course as an important gauging tool with the aim of continuous improvement.

Evaluation method

Several scientific-pedagogical activities will be developed to consolidate students' skills such as debate sessions and reflective learning sessions along the critical reading of scientific articles.

 The evaluation will be made taking into account the following parameters: Case study - revision of a scientific article from the perspective of the reviewer (100%). Students with a grade equal to or greater than 10 (0 - 20) values.

Subject matter

1. Critical Reading

What is Critical Reading?

Why do we need critical reading?

 

2. Critical Reading Strategies

Who/ what is the author/source? Is the author/source credible? What are the author‘s purposes?

Is the information relevant to the context?

What are the author‘s conclusions?

Does the author provide adequate support for the conclusion?

What questions are the author trying to solve/answer?

What are the author‘s underlying assumptions and are they warranted?

 

3. Case studies

Applying critical reading to the current literature

Programs

Programs where the course is taught: