ArticlePLoS computational biology2013
Bioinformatics goes to school--new avenues for teaching contemporary biology.
Article in PLoS computational biology, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed.
- Pathways, outputs and impact of NIH-supported bioinformatics and genomics graduate trainees in Africa.Briefings in bioinformatics · 2026Review
- A modular inquiry-based semester theme that integrates data science education and bioinformatics in protein structure function courses.FEMS microbiology letters · 2024Article
- Article
- Bioinformatics mentorship in a resource limited setting.Briefings in bioinformatics · 2022Article
- Bioinformatics-Based Activities in High School: Fostering Students' Literacy, Interest, and Attitudes on Gene Regulation, Genomics, and Evolution.Frontiers in microbiology · 2020Article
- Technology as a tool in teaching quantitative biology at the secondary and undergraduate levels: a review.Letters in biomathematics · 2018Article
- Assessing an effective undergraduate module teaching applied bioinformatics to biology students.PLoS computational biology · 2018Article
- Making authentic science accessible-the benefits and challenges of integrating bioinformatics into a high-school science curriculum.Briefings in bioinformatics · 2017Article
- Adapting bioinformatics curricula for big data.Briefings in bioinformatics · 2016Review
- Bringing computational science to the public.SpringerPlus · 2016Article
- Forest health in a changing world.Microbial ecology · 2015Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Since 2010, the European Molecular Biology Laboratory's (EMBL) Heidelberg laboratory and the European Bioinformatics Institute (EMBL-EBI) have jointly run bioinformatics training courses developed specifically for secondary school science teachers within Europe and EMBL member states. These courses focus on introducing bioinformatics, databases, and data-intensive biology, allowing participants to explore resources and providing classroom-ready materials to support them in sharing this new knowledge with their students. In this article, we chart our progress made in creating and running three bioinformatics training courses, including how the course resources are received by participants and how these, and bioinformatics in general, are subsequently used in the classroom. We assess the strengths and challenges of our approach, and share what we have learned through our interactions with European science teachers.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.