Auricular Acupuncture for Exam Anxiety in Medical Students-A Randomized Crossover Investigation

Auricular acupuncture (AA) is effective in the treatment of preoperative anxiety. The aim was to investigate whether AA can reduce exam anxiety as compared to placebo and no intervention. Forty-four medical students were randomized to receive AA, placebo, or no intervention in a crossover manner and subsequently completed three comparable oral anatomy exams with an interval of 1 month between the exams/interventions. AA was applied using indwelling fixed needles bilaterally at points MA-IC1, MA-TF1, MA-SC, MA-AT1 and MA-TG one day prior to each exam. Placebo needles were used as control. Levels of anxiety were measured using a visual analogue scale before and after each intervention as well as before each exam. Additional measures included the State-Trait-Anxiety Inventory, duration of sleep at night, blood pressure, heart rate and the extent of participant blinding. All included participants finished the study. Anxiety levels were reduced after AA and placebo intervention compared to baseline and the no intervention condition (p < 0.003). AA was better at reducing anxiety than placebo in the evening before the exam (p = 0.018). Participants were able to distinguish between AA and placebo intervention. Both AA and placebo interventions reduced exam anxiety in medical students. The superiority of AA over placebo may be due to insufficient blinding of participants.

How fear-relevant illusory correlations might develop and persist in anxiety disorders: A model of contributing factors

Fear-relevant illusory correlations (ICs) are defined as the overestimation of the relationship between a fear-relevant stimulus and aversive consequences. ICs reflect biased cognitions affecting the learning and unlearning of fear in anxiety disorders, and a deeper understanding might help to improve treatment. A model for the maintenance of ICs is proposed that highlights the importance of amplified aversiveness and salience of fear-relevant outcomes, impaired executive contingency monitoring and an availability heuristic. The model explains why ICs are enhanced in high fearful individuals and allows for some implications that might be applied to augment the effectiveness of cognitive behavior therapy, such as emotion regulation and the direction of attention to non-aversive experiences. Finally, we suggest possible future research directions and an alternative measure of ICs.

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

A better state-of-mind: deep breathing reduces state anxiety and enhances test performance through regulating test cognitions in children

A pre-test/post-test, intervention-versus-control experimental design was used to examine the effects, mechanisms and moderators of deep breathing on state anxiety and test performance in 122 Primary 5 students. Taking deep breaths before a timed math test significantly reduced self-reported feelings of anxiety and improved test performance. There was a statistical trend towards greater effectiveness in reducing state anxiety for boys compared to girls, and in enhancing test performance for students with higher autonomic reactivity in test-like situations. The latter moderation was significant when comparing high-versus-low autonomic reactivity groups. Mediation analyses suggest that deep breathing reduces state anxiety in test-like situations, creating a better state-of-mind by enhancing the regulation of adaptive-maladaptive thoughts during the test, allowing for better performance. The quick and simple technique can be easily learnt and effectively applied by most children to immediately alleviate some of the adverse effects of test anxiety on psychological well-being and academic performance.

Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations

For students to thrive in the U.S. educational system, they must successfully cope with omnipresent demands of exams. Nearly all students experience testing situations as stressful, and signs of stress (e.g., racing heart) are typically perceived negatively. This research tested the efficacy of a psychosituational intervention targeting cognitive appraisals of stress to improve classroom exam performance. Ninety-three students (across five semesters) enrolled in a community college developmental mathematics course were randomly assigned to stress reappraisal or placebo control conditions. Reappraisal instructions educated students about the adaptive benefits of stress arousal, whereas placebo materials instructed students to ignore stress. Reappraisal students reported less math evaluation anxiety and exhibited improved math exam performance relative to controls. Mediation analysis indicated reappraisal improved performance by increasing students’ perceptions of their ability to cope with the stressful testing situation (resource appraisals). Implications for theory development and policy are discussed.

Mathematics Anxiety: What Have We Learned in 60 Years?

The construct of mathematics anxiety has been an important topic of study at least since the concept of “number anxiety” was introduced by Dreger and Aiken (1957), and has received increasing attention in recent years. This paper focuses on what research has revealed about mathematics anxiety in the last 60 years, and what still remains to be learned. We discuss what mathematics anxiety is; how distinct it is from other forms of anxiety; and how it relates to attitudes to mathematics. We discuss the relationships between mathematics anxiety and mathematics performance. We describe ways in which mathematics anxiety is measured, both by questionnaires, and by physiological measures. We discuss some possible factors in mathematics anxiety, including genetics, gender, age, and culture. Finally, we describe some research on treatment. We conclude with a brief discussion of what still needs to be learned.

Alone in the Crowd: I Failed the ABGC Certification Exam

The American Board of Genetic Counseling (ABGC) certification examination (often referred to as "the board exam") has become a milestone within the field of genetic counseling. For many, it is the final standardized test taken and indicates the examinee has met "the standards of minimal competence to practice as a genetic counselor" (Bulletin 2015). Although voluntary, certification is strongly encouraged, and in some employment situations, required. Although recent statistics indicate the majority of those who take the test pass, each year there are those who sit for the test unsuccessfully. Despite this fact, exam failure and tools for dealing with this experience are not often broached in the literature. This essay recalls my experiences with a failed exam attempt and the subsequent emotional turmoil. It also aims to start the conversation regarding the difficulty of coping with the "secret" shame of public, professional failure, and suggests there is room for further discussion and resource development in this area.

Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring

Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. Significance statement: Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate math anxiety in young children. Surprisingly, there have been no studies of cognitive interventions and the underlying neurobiological mechanisms by which math anxiety can be ameliorated in young children. Here, we demonstrate that intensive 8 week one-to-one cognitive tutoring not only reduces math anxiety but also remarkably remediates aberrant functional responses and connectivity in emotion-related circuits anchored in the amygdala. Our findings are likely to propel new ways of thinking about early treatment of a disability that has significant implications for improving each individual's academic and professional chances of success in today's technological society that increasingly demands strong quantitative skills.

Aubin E, Grych J. Values Narratives for Personal Growth: Formative Evaluation of the Laws of Life Essay Program

Evidence that even very brief writing exercises can change the way people see themselves and promote more positive mental and physical health has led to increased interest in their use in school settings and elsewhere. To date, however, research designs rely heavily on samples of college students and experimental studies of writing tasks carried out in the lab. There has been less investigation of the potential impact of more naturally occurring expressive writing exercises that exist in places like schools and that focus on adolescents. The current study was a process evaluation of the Laws of Life Essay, a values-based narrative program that was part of participants’ secondary school experience. It examined participants’ views of the impact of the program on their personal growth and, given the age range of participants, allowed for process evaluation of its perceived short- and long-term effects. Qualitative, semistructured interviews with 55 adolescent and adult participants were collected. Themes in participants’ responses included the importance of reflection and reappraisal of values, adversity, and relationships. Participants also discussed the importance of an audience for their writing, a novel finding that suggests one possible way to increase the impact of other narrative programs. Participants described variability in their engagement with expressive writing. This is one of the few studies that examined participants’ own views of the value of expressive writing and their responses suggest directions for future research and implications for designing expressive writing tasks to support social emotional learning and character education in schools and promote well-being at key developmental moments.

Reappraisal writing relieves social anxiety and may be accompanied by changes in frontal alpha asymmetry

It is widely reported that expressive writing can improve mental and physical health. However, to date, the neural correlates of expressive writing have not been reported. The current study examined the neural electrical correlates of expressive writing in a reappraisal approach. Three groups of participants were required to give a public speech. Before speaking, the reappraisal writing group was asked to write about the current stressful task in a reappraisal manner. The irrelevant writing group was asked to write about their weekly plan, and the non-writing group did not write anything. It was found that following the experimental writing manipulation, both reappraisal and irrelevant writing conditions decreased self-reported anxiety levels. But when re-exposed to the stressful situation, participants in the irrelevant writing group showed increased anxiety levels, while anxiety levels remained lower in the reappraisal group. During the experimental writing manipulation period, participants in the reappraisal group had lower frontal alpha asymmetry scores than those in the irrelevant writing group. However, following re-exposure to stress, participants in the reappraisal group showed higher frontal alpha asymmetry scores than those in the irrelevant writing group. Self-reported anxiety and frontal alpha asymmetry of the non-writing condition did not change significantly across these different stages. It is noteworthy that expressive writing in a reappraisal style seems not to be a fast-acting treatment but may instead take effect in the long run.

Math Anxiety

The United States is currently not producing enough graduates in science, technology, engineering, and math (STEM) fields to meet the demands of a technology-dependent society. Although there are many efforts in place to improve STEM education in the United States, most notably, President Obama’s Educate to Innovate campaign, these efforts focus mostly on innovating the teaching of math content and less on the role of affective factors in math achievement. Here we discuss a phenomenon known as math anxiety (i.e., negative feelings of tension and fear that many people experience when engaging in math) and the implications math anxiety carries for math success and STEM engagement. We begin by highlighting the most recent findings from research in psychology, education, and neuroscience on math anxiety. We then discuss the consequences of math anxiety as well as likely causes and promising remediations. We suggest that the initiatives currently underway to improve STEM involvement and achievement would benefit from educating current and future teachers, parents, and even students about math anxiety, its causes, consequences, and possibilities for amelioration.

OSCE circuit performance effects: Does circuit order influence scores?

It is not uncommon for medical students to raise concerns over the difficulty of a single station within an Objective Structured Clinical Examination (OSCE), particularly when they feel they were subject to an unfair situation. Indeed, test developers also share these concerns about the possibility that a single extremely difficult station may impact student performance on the station that follows. As a reaction to the concerns of both students and examiners, we conducted a study, analyzing the scores of multiple OSCEs. Although our analyses did not support the complaints of unfairness targeted at the OSCE, we feel it is a rather enlightening story nevertheless, and one worth sharing.

Rest Is Not Idleness: Implications of the Brain's Default Mode for Human Development and Education

When people wakefully rest in the functional MRI scanner, their minds wander, and they engage a so-called default mode (DM) of neural processing that is relatively suppressed when attention is focused on the outside world. Accruing evidence suggests that DM brain systems activated during rest are also important for active, internally focused psychosocial mental processing, for example, when recalling personal memories, imagining the future, and feeling social emotions with moral connotations. Here the authors review evidence for the DM and relations to psychological functioning, including associations with mental health and cognitive abilities like reading comprehension and divergent thinking. This article calls for research into the dimensions of internally focused thought, ranging from free-form daydreaming and off-line consolidation to intensive, effortful abstract thinking, especially with socioemotional relevance. It is argued that the development of some socioemotional skills may be vulnerable to disruption by environmental distraction, for example, from certain educational practices or overuse of social media. The authors hypothesize that high environmental attention demands may bias youngsters to focus on the concrete, physical, and immediate aspects of social situations and self, which may be more compatible with external attention. They coin the term constructive internal reflection and advocate educational practices that promote effective balance between external attention and internal reflection.

Follow the heart or the head? The interactive influence model of emotion and cognition

The experience of emotion has a powerful influence on daily-life decision making. Following Plato's description of emotion and reason as two horses pulling us in opposite directions, modern dual-system models of decision making endorse the antagonism between reason and emotion. Decision making is perceived as the competition between an emotion system that is automatic but prone to error and a reason system that is slow but rational. The reason system (in "the head") reins in our impulses (from "the heart") and overrides our snap judgments. However, from Darwin's evolutionary perspective, emotion is adaptive, guiding us to make sound decisions in uncertainty. Here, drawing findings from behavioral economics and neuroeconomics, we provide a new model, labeled "The interactive influence model of emotion and cognition," to elaborate the relationship of emotion and reason in decision making. Specifically, in our model, we identify factors that determine when emotions override reason and delineate the type of contexts in which emotions help or hurt decision making. We then illustrate how cognition modulates emotion and how they cooperate to affect decision making.

Choking under pressure: the neuropsychological mechanisms of incentive-induced performance decrements

In contrast to the assumption of efficiency wage models, which state that wage incentives should be positively correlated with productivity, high incentives may produce performance decrements in real life scenarios. Such a “choking under pressure” phenomenon exemplifies how psychological stress can profoundly shape human behavior, for good or for bad. Previous theories suggest that individual choking under pressure because that high pressure may distract individuals’ attention away from the task (the distraction account), raise the attention paid to step-by-step skill processes (the explicit monitoring account), or elevate the arousal in general (the over-arousal account). Recent neuroimaging studies have shown that several brain regions implicated in motivation and top-down control of attention also play a key role in stress-induced choking, supporting for the over-arousal and distraction theories of choking. This review aims to identify psychological factors that determine choking and the neural underpinnings of these processes. Insights into how incentives influence performance may aid engineering training regimens and interventions that equip individuals to better handle high-stakes-induced psychological stress, and to thrive under stress.

How effective are expressive writing interventions for adolescents? A meta-analytic review

This meta-analysis evaluated the effects of the expressive writing intervention (EW; Pennebaker & Beall, 1986) among adolescents. Twenty-one independent studies that assessed the efficacy of expressive writing on youth samples aged 10-18 ears were collected and analyzed. Results indicated an overall mean g-effect size that was positive in direction but relatively small (0.127), as well as significant g-effect sizes ranging from 0.107 to 0.246 for the outcome domains of Emotional Distress, Problem Behavior, Social Adjustment, and School Participation. Few significant effects were found within specific outcome domains for putative moderator variables that included characteristics of the participants, intervention instructions, or research design. Studies involving adolescents with high levels of emotional problems at baseline reported larger effects on school performance. Studies that implemented a higher dosage intervention (i.e., greater number and, to some extent, greater spacing of sessions) reported larger effects on somatic complaints. Overall, the findings suggest that expressive writing tends to produce small yet significant improvements on adolescents' well-being. The findings highlight the importance of modifying the traditional expressive writing protocol to enhance its efficacy and reduce potential detrimental effects. At this stage of research the evidence on expressive writing as a viable intervention for adolescents is promising but not decisive.

Excess success for psychology articles in the journal science

This article describes a systematic analysis of the relationship between empirical data and theoretical conclusions for a set of experimental psychology articles published in the journal Science between 2005–2012. When the success rate of a set of empirical studies is much higher than would be expected relative to the experiments' reported effects and sample sizes, it suggests that null findings have been suppressed, that the experiments or analyses were inappropriate, or that the theory does not properly follow from the data. The analyses herein indicate such excess success for 83% (15 out of 18) of the articles in Science that report four or more studies and contain sufficient information for the analysis. This result suggests a systematic pattern of excess success among psychology articles in the journal Science.

Examination of the core cognitive components of cognitive behavioral therapy and acceptance and commitment therapy: an analogue investigation

We aimed to examine the core elements of cognitive behavioral therapy and acceptance and commitment therapy that target distressing negative cognitions, cognitive restructuring (CR) and cognitive defusion (CD), respectively. Participants (N=142) recalled a saddening autobiographical event, identified a distressing thought it triggered, and completed a task that induced rumination on these cognitions. They then completed one of four brief interventions that targeted these emotionally charged cognitions: analogue versions of CR and CD, and two control interventions. The personal negative cognitions were then reactivated to examine the protective effects of these interventions. CR and CD were similarly efficacious in alleviating distress, compared to a control intervention that focused on participants' negative thoughts. Mood improvement was associated with state levels of reappraisal and not with acceptance in CR, whereas the reverse was observed in CD. Improvement was associated with perceived efficacy of the intervention in CR but not in CD. The present findings suggest that although CR and CD effectively promote different types of cognitive strategies, they may share important features that set them both apart from maladaptive forms of coping.

Evaluating the drivers of and obstacles to the willingness to use cognitive enhancement drugs: the influence of drug characteristics, social environment, and personal characteristics

BACKGROUND

The use of cognitive enhancement (CE) by means of pharmaceutical agents has been the subject of intense debate both among scientists and in the media. This study investigates several drivers of and obstacles to the willingness to use prescription drugs non-medically for augmenting brain capacity.

METHODS

We conducted a web-based study among 2,877 students from randomly selected disciplines at German universities. Using a factorial survey, respondents expressed their willingness to take various hypothetical CE-drugs; the drugs were described by five experimentally varied characteristics and the social environment by three varied characteristics. Personal characteristics and demographic controls were also measured.

RESULTS

We found that 65.3% of the respondents staunchly refused to use CE-drugs. The results of a multivariate negative binomial regression indicated that respondents' willingness to use CE-drugs increased if the potential drugs promised a significant augmentation of mental capacity and a high probability of achieving this augmentation. Willingness decreased when there was a high probability of side effects and a high price. Prevalent CE-drug use among peers increased willingness, whereas a social environment that strongly disapproved of these drugs decreased it. Regarding the respondents' characteristics, pronounced academic procrastination, high cognitive test anxiety, low intrinsic motivation, low internalization of social norms against CE-drug use, and past experiences with CE-drugs increased willingness. The potential severity of side effects, social recommendations about using CE-drugs, risk preferences, and competencies had no measured effects upon willingness.

CONCLUSIONS

These findings contribute to understanding factors that influence the willingness to use CE-drugs. They support the assumption of instrumental drug use and may contribute to the development of prevention, policy, and educational strategies.

School Violent Crime and Academic Achievement in Chicago

Educational outcomes vary dramatically across schools in the United States. Many under-performing schools, especially in Chicago, also deal with high levels of violent crime on school grounds. Exposure to this type of frequent violence may be an important factor shaping already disadvantaged students' educational experiences. However, estimating the effect of school violence on learning is difficult due to potential selection bias and the confounding of other school-level problems. Using detailed crime data from the Chicago Police Department, complete administrative records from the Chicago Public Schools, and school climate surveys conducted by the Consortium on Chicago School Research (2002-10), this study exploits variation in violent crime rates within schools over time to estimate its effect on academic achievement. School and neighborhood fixed-effects models show that violent crime rates have a negative effect on test scores, but not on grades. This effect is more likely related to direct reductions in learning, through cognitive stress and classroom disruptions, than changes in perceived safety, general school climate, or discipline practices.

A reflective practice intervention for professional development, reduced stress and improved patient care--a qualitative developmental evaluation

OBJECTIVE

Professional capabilities, such as empathy and patient-centeredness, decline during medical education. Reflective practice is advocated for teaching these capabilities. The Clinical Reflection Training (CRT) is a reflective practice intervention using the professional dilemmas faced by medical students during clinical practice. The aim of this study was to evaluate students' perceptions of the helpfulness of the CRT and its effects on their medical education.

METHODS

Eighteen semi-structured interviews were conducted with medical students who had participated in the CRT. Content analysis was used to analyze the interview data.

RESULTS

Medical students did not feel adequately prepared to manage the difficult personal and interpersonal problems frequently encountered in clinical practice. They reported that the CRT reduces stress, improves patient care and serves as a tool for professional development.

CONCLUSION

The CRT may be a useful tool for developing professionalism during medical education, reducing stress and enhancing the quality of patient care.

PRACTICE IMPLICATIONS

Providing students with reflective practice training that draws on their current personal clinical problems in order to improve their clinical work may be a productive investment in personal professional development, physician health, and quality improvement.

On the relationship between anxiety and error monitoring: a meta-analysis and conceptual framework

Research involving event-related brain potentials has revealed that anxiety is associated with enhanced error monitoring, as reflected in increased amplitude of the error-related negativity (ERN). The nature of the relationship between anxiety and error monitoring is unclear, however. Through meta-analysis and a critical review of the literature, we argue that anxious apprehension/worry is the dimension of anxiety most closely associated with error monitoring. Although, overall, anxiety demonstrated a robust, “small-to-medium” relationship with enhanced ERN (r = −0.25), studies employing measures of anxious apprehension show a threefold greater effect size estimate (r = −0.35) than those utilizing other measures of anxiety (r = −0.09). Our conceptual framework helps explain this more specific relationship between anxiety and enhanced ERN and delineates the unique roles of worry, conflict processing, and modes of cognitive control. Collectively, our analysis suggests that enhanced ERN in anxiety results from the interplay of a decrease in processes supporting active goal maintenance and a compensatory increase in processes dedicated to transient reactivation of task goals on an as-needed basis when salient events (i.e., errors) occur.

Anatomical correlates of quality of life: evidence from voxel-based morphometry

Quality of life (QOL) has been defined in many ways, and these definitions usually emphasize happiness and satisfaction with life. Health-related problems are known to cause lower QOL. However, the neural mechanisms underlying individual differences in QOL measured by questionnaire (QOLMQ) in young healthy subjects are unknown. QOL is essential to our well-being, and investigation of the neural mechanisms underlying QOL in uncompromised subjects is obviously of great scientific and social interest. We used voxel-based morphometry to investigate the association between regional gray matter volume (rGMV) and QOLMQ across the brain in healthy young adults (age, 21.4 ± 1.8 years) men (n = 88) and women (n = 68) in humans. We found significant negative relationships between QOLMQ and rGMV in a region in the left rostrolateral prefrontal cortex and regions in the dorsal part of the anterior cingulate gyrus and contingent cingulate regions. These findings show that structural variations in regions associated with processing of negative emotions such as fear and anger as well as those associated with evaluation of internally generated information are associated with QOLMQ. These findings suggest that these processes might be related to QOLMQ in healthy young adults.

Cognitive test anxiety and cognitive enhancement: the influence of students' worries on their use of performance-enhancing drugs

This online panel study (n(t)(1) = 5,882; n(t)(2) = 3,486 (randomly selected)) used multiple metrics to assess the prevalence of the nonmedical use of prescription medication for enhancing cognitive performance among German university students in 2010. Rare events logistic regression revealed that increased cognitive test anxiety increased the prevalence of medication use over various time windows. Negative binomial regression models showed that the higher the cognitive test anxiety, the higher the use frequencies were during the previous six months. The models controlled for expected side effects, risk attitudes, self-attributed competencies, prior medication use, sex, and age. We also discuss the study's implications.

CREATE cornerstone: introduction to scientific thinking, a new course for STEM-interested freshmen, demystifies scientific thinking through analysis of scientific literature

The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students' critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates' epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study.