Introduction Science education focusses on content and principles, all of which are derived from research. The idea that a science student is able to read and evaluate a scientific paper is often assumed, yet there is little training of students in the critical evaluation of research. This course aims to enhance the students' ability to search, identify, apply, critically evaluate, and interpret scientific knowledge in the biomolecular field to solve complex problems and to express their synthesis in English. This will be achieved by introducing students to the key principles of critical thinking and to apply their skills to perform critical analyses of the scientific literature and produce a peer review for an article in the area of biomolecular science pertinent to medicine. Teaching and Learning methods The course will be run remotely. The critical analysis assessment will be supported by: Five lectures covering the history, systems and applications of peer review in science, the publication process. One lecture on critical reading of science, in preparation for the workshops. Three workshops of 3 h each, with a break at the 90 min mark. In the workshops the students progressively build their skills in reading and critical evaluation of papers. Students are split into Groups of 3-4 in different breakout ‘rooms’, with the Instructor rotating through these every few minutes to provide guidance and support. Ahead of these sessions, students will be assigned reading which will form the basis of the discussion. The students will work to produce a collaboratively written document, which will then serve as support material for the final assessment. Each session is connected to a research paper (selected by the Instructor), thus making the sessions "research-connected" as well as giving the students an authentic experience to actively train their critical analysis skills on cutting edge research. In practice, in Workshop 1 the students will receive the assigned paper ‘cold’, without prior reading. This is to ensure that from the outset they are taught appropriate strategies for reading and do not reinforce any ingrained poor practice. The paper will be on the VLE as a ‘living document’ so that Instructor and students can make comments. The group will work to produce a collaboratively written set of notes. In workshops 2 and 3, the students will be required to read the assigned paper first (again making notes on the VLE uploaded paper. The aim of these workshops will be to produce first a collaboratively written set of notes and then convert these into prose. In each workshop the Groups will be assigned to a different part of the assigned paper, so that across the workshops they gain experience of reading and evaluating an entire paper. A final formative feedback lecture will take place after the assessments have been marked, to ‘close the loop’. Assessment strategy Critical Analysis. Students will be assessed on their ability to critically evaluate scientific literature by producing a peer review of an assigned paper. Learning outcomes To analyse, summarise, present and critically review evidence from scientific publications in the context of biomolecular science. Skills: Teamwork; Digital fluency; Critical Thinking