Analytical thought and rational decision-making are the hallmarks of modern medical practice. The Scientific Reasoning in Medicine component of the medical school curriculum grows out of the conviction that the ability to read and critically evaluate medical literature and to think through a patient’s medical concerns or a biomedical problem from first principles is an essential component of medical education.  This is true regardless of whether the student intends to pursue a career in academic medicine, whether research-, teaching-, or clinical service-based, or in private clinical practice.  Furthermore, the design, performance, and presentation of an independent project and the critical evaluation of the projects of others represent one outstanding way to develop and crystallize analytical thinking skills and the tools for rational decision-making. Students at the University of Pittsburgh School of Medicine are given an opportunity to read and critically evaluate scientific and medical literature, present a research proposal and get direct feedback from faculty and other students on that proposal, perform a research project under direct mentorship from an expert in that field, present the research project in both informal and formal collegial venues, and discuss, trouble-shoot, and critique the research and presentations of their colleagues in their medical school class.