To: California State University, Fullerton Department of Health Science

From: Omar Cuevas

Date: November 30, 2014
Subject: The Addition of Literature Review in the Health Science Curriculum at California State
University, Fullerton
Abstract
The lack of teaching the writing genres in the department of Health Science at California State
University, Fullerton (CSUF) hinders students pursuing the health science major. Literature
review was decided to be necessary in the departments curriculum to best help associate
students in the field.
Introduction
The writing genres of the department of Health Science at California State University, Fullerton
(CSUF) are to help broaden students literacy. These writing genres include literature reviews,
research reports, grant writing, and writing health curriculums. However, the degrees in which
these genres are presented are insufficient for students needs. Literature review is very under
taught at CSUF and a students only teaching of this genre is a library video workshop. The
objective of this project is to provide research and evidence on why literature review is important
and its need to be taught in the health science curriculum.
Methods
In order to achieve an accurate understanding of which writing genre in the department of health
science should be further associated for students; three steps were conducted:

I.

Survey Questionnaire

First a survey questionnaire through email had to be administered to four CSUF

Health Science faculty advisors. Each recipient received an email to their
registered campus email; in each email three survey questions were asked.

II.

Criteria Chart

Health science students were approached around the Health Science/ Kinesiology
building and asked which of the writing genres students would benefit from the
most. A criteria chart was made listing the important reasons as to why students
chose one of the four writing genres should be included in a health science
course(s).

III.

Conventions

The writing conventions of literature reviews were examined to study how the
genre is designed. This would help determine where to implement the genre into
the departments course curriculum.

IV.

Online Research

Online research was done to determine what kind of advantages literature review
can have on students.

Results
I.

Survey Questionnaire

Two of the questions were comprised of open-ended questions, and the third question being a (15) scale rating, with 1 being less important and 5 being highly important. The responses in
question three using the nominal scale were used to develop a bar graph.

Question 3). Using (1-5) scale rating, with 1 being less important and 5 being highly
important. Rate the following writing genres in the departments curriculum that you feel
would best aid students in health science. (Literature reviews, research reports, grant writing
and writing health curriculums)
6
5
4

LR
RR

GW

WHC

1
0
Professor 1

Professor 2

Professor 3

Professor 4

The data shows that Literature Reviews (LR) scored among the highest with all four professors
considering the genre to be important for students in health science. Closely following behind
were Recommendation Reports (RR), third, Grant Writing (GW), and lastly, Writing Health
Curriculums (WHC)
II.

Criteria Chart

A criteria chart in Table 1 was used to find out which one writing genre out of four would aid
health science students the most. A point system was determined for the chart, and the genre with
the most points would be taken into consideration.
Table 1: Criteria chart listing writing genres and measures necessary for further addition into
the health science curriculum.

Writing
Genre

Will it
benefit
students
if further
taught?

Will it
enrich
student
learning?

Is it common in
the field?

Will it facilitate
higher quality
research?

Will it be a
form of active
learning?

Will it help
students in health
science
professions?

Literature
Reviews

10

10

Research
Reports

Grant
Writing

Writing
Health C.

The compiled point results for grant proposals, progress reports, research reports, and lab reports,
are 55, 47, 49, and 35. Out of the four genres, literature review achieved the highest points; thus
it was chosen to be the considered choice.
III.

Conventions

A literature review is not to be confused with a book review; it goes well beyond summarizing
literature. It is used to review scholarly articles, books, and journals; provides an explanation,
summary, and acute evaluation of each work. Writing a literature review is an inevitable part of a
student. According to, University of Creative Arts; here is what a literature review should entail.

Introduction An overview of the subject, issue or theory under consideration

(ucreative, 2014, pg. 1).

Body Note areas in which authors are in disagreement. Consider each author's
arguments and how they support this with evidence (case studies, narratives,
statistics, etc.)(ucreative, 2014, pg.1).

Conclusion Which arguments are the most convincing and why, and which
make the greatest contribution to the understanding and development of this
subject. (ucreative, 2014, pg.1)

IV.

Online Research

More recently, the Partnership for 21st Century Skills has identified critical thinking as one of
several learning and innovation skills necessary to prepare students for the workforce (Emily,
2011, p. 4). A literature review challenges students in critical thinking/analysis and as well helps
to conduct greater innovative research. Student involvement in innovative research promotes
higher-level problem solving, creative thinking, and analytical skills that are important to
students success as future professionals (Emily, 2011, pg. 9). Student participation in such
broad research enriches learning, thus introduces techniques that can be used in health-related
careers.
Conclusion
Upon thorough examination of the results obtained from faculty members, students, and
research, the addition of literature review writing is crucial in the curriculum. The instruction of
library video workshops for writing such a diverse genre is insufficient in helping students
communicate within the field. With incorporating further learning of literature review in the
curriculum, students can become strong communicators, better critical thinkers, and advance in
their health science setting.
Recommendation
Examining the CSUF course catalog, literature review would best be used in these three existing
courses. For a thorough understanding of literature review, ENG 360: Technical Writing (CSUF,
2014, pg. 316) would be the best suitor. And within the health science curriculum HESC 400:
Program Design in Kinesiology and Health Promotion (CSUF, 2014, pg. 354) and HESC 475:
Research and Evaluation (CSUF, 2014, pg. 355) would be the strongest choices to include for
students to take on an actual literature review project.

References
California State University Fullerton. (2014). 2013-2014 university catalog. fullerton, ca:
career center
Lai, E. R., (2011). Critical thinking: a literature review research report: pearson assessments
University of the Creative Arts. (2014). The literature review: retrieved on November 26, 2014
from http://community.ucreative.ac.uk/article/33476/The-literature-review